Personalized vocal music teaching planning method and system

Abstract

The invention discloses a personalized vocal music teaching planning method and system, and relates to the technical field of teaching planning. A personalized vocal music teaching planning system comprises a data acquisition module, a capability evaluation module, a teaching planning module, a scheme updating module and a personalized recommendation module. According to the vocal music teaching planning system, the existing level, advantages and deficiencies of the students can be comprehensively known by initially evaluating the music literacy of the students, the vocal music teaching planning system is helped to customize personalized learning schemes for the students, targeted training and learning are carried out according to the specific conditions of the students, teaching is more efficient, and the teaching experience is improved. A short-term target and a short-term learning plan are planned according to an initial evaluation result, so that the realizability of the target can be ensured, the learning motivation of students can be kept, course content and exercise time can be reasonably arranged according to the actual level of the students, invalid repeated training or too difficult tasks are avoided, and the training efficiency is improved. And the planning rationality of the vocal music teaching planning method and system is improved.

Description

Technical Field

[0001] The present invention relates to the technical field of teaching planning, and particularly to a personalized vocal music teaching planning method and system. Background Art

[0002] Vocal music is an art form of singing music through the human voice. It not only includes singing, but also covers multiple aspects such as vocalization techniques and emotional expression. Among them, vocalization techniques include aspects such as pitch accuracy, rhythm, articulation, breath control, the use of resonance cavities, and the use of vocal cords. Moreover, vocal music is a charming art form. It is not only an important part of music, but also an important way for human emotional expression. Vocal music can be divided into various performance forms such as solo singing, ensemble singing, and chorus, and is widely used in various music styles, such as classical music, pop music, folk music, opera, etc.

[0003] The existing vocal music teaching modes usually include one-on-one teaching and traditional group teaching. Among them, the one-on-one teaching mode has strong pertinence, and can adjust and plan teaching content and methods according to the specific situation of each student, with a high degree of personalization. However, due to the high cost, the promotion scope is small; while the one-to-many mode of group teaching is the most common teaching method. Although it has a low cost and teachers can teach multiple knowledge points in one course, the personalization and pertinence of teaching content are poor. Teachers cannot customize a personalized initial learning plan for students according to their existing levels, advantages, and disadvantages, and teachers also cannot customize subsequent teaching methods and content for students according to their various learning abilities, and reasonably allocate teaching resources according to the learning ability differences of different students. As a result, it is easy for students not to get timely help when encountering difficulties, leading to the gradual accumulation of problems and the formation of learning barriers, thus affecting the understanding of subsequent knowledge and the acquisition of skills, and ultimately resulting in a poor overall teaching quality of this mode.

[0004] Based on the above situation, the present invention proposes a reasonably planned personalized vocal music teaching planning method and system. Summary of the Invention

[0005] In order to overcome the shortcomings of the existing vocal music teaching mainly relying on the one-to-many mode of group teaching, in which teachers cannot customize a personalized initial learning plan for students according to their existing levels, advantages, and disadvantages, and teachers also cannot customize subsequent teaching methods and content for students according to their various learning abilities, and reasonably allocate teaching resources according to the learning ability differences of different students, resulting in students not getting timely help when encountering difficulties, leading to the gradual accumulation of problems and the formation of learning barriers, thus affecting the understanding of subsequent knowledge and the acquisition of skills, and ultimately resulting in a poor overall teaching quality of this mode, the present invention proposes a reasonably planned personalized vocal music teaching planning method and system.

[0006] A personalized vocal music teaching planning method, comprising the following steps:

[0007] Obtain the learning objective information and learning cycle information of students through a questionnaire survey, obtain the students' sight-singing videos and vocal music theory test papers, and conduct an initial assessment of the students' music literacy based on the students' sight-singing videos and vocal music theory test papers by means of manual or artificial intelligence technology of teachers to obtain the initial scoring value set X of the students' various music abilities 1 =(x (1,1) ,x (2,1) ,x (3,1) ,…,x (i,1) ,…,x (I,1) );

[0008] Classify the students and plan long-term goals based on the students' learning objective information and learning cycle information, and plan short-term goals and short-term learning plans based on the initial scoring value set X of the students' various music abilities 1 ;

[0009] Conduct a periodic assessment of the students' music literacy at stages to obtain the scoring value set X of the students' various music abilities at each stage j =(x (1,j) ,x (2,j) ,x (3,j) ,…,x (i,j) ,…,x (I,j) ), where j represents the number of stages and j>1, and calculate the set Y of the students' various learning abilities at each stage based on the changes in the scoring values of the students' various music abilities in adjacent stages j =(y (1,j) ,y (2,j) ,y (3,j) ,…,y (i,j) ,…,y (I,j) );

[0010] Update the short-term goals and short-term learning plans based on the scoring value set X of the students' various music abilities at each stage j and the set Y of the students' various learning abilities j ;

[0011] Comprehensively calculate the set of the students' average learning abilities based on the set Y of the students' various learning abilities at each stage j ; Based on the set of the students' average learning abilities Based on the learning goal information and learning cycle information, the predicted long-term learning outcomes of the student are calculated. Based on the comparison results between the long-term learning outcomes and the long-term goals, the system recommends that the student modify the learning goal information or learning cycle information, and re-plan the long-term goals of the student based on the modified learning goal information or learning cycle information.

[0012] As a preferred aspect of the invention, the various music ability scores of the student include pitch accuracy score, timbre accuracy score, rhythm accuracy score, breath control ability score, body coordination ability score, emotional expression ability score, and theoretical knowledge mastery score. And the various music score values x of the student (i,j) are composed of specific score values p (i,j) and difficulty rating multipliers s (i,j) and are calculated by the formula: x (i,j) = p (i,j) × s (i,j) , where the full score value of the specific score value p (i,j) is 100.

[0013] As a preferred aspect of the invention, the initial assessment of the student's music accomplishment based on artificial intelligence technology to obtain the initial score value set X of the student's various music abilities 1 is specifically as follows:

[0014] Using spectral analysis and time-domain analysis techniques, evaluate the accuracy of the student in terms of pitch, timbre, and rhythm to obtain the student's pitch accuracy score, timbre accuracy score, and rhythm accuracy score;

[0015] Through gesture recognition and motion capture techniques, analyze the student's breath control ability and body coordination to obtain the student's breath control ability score and body coordination ability score;

[0016] Through facial expression recognition and speech emotion analysis techniques, evaluate the student's singing emotional expression ability to obtain the student's emotional expression ability score;

[0017] Based on the scores of the student's vocal theory examination papers, evaluate the student's theoretical knowledge mastery to obtain the student's theoretical knowledge mastery score.

[0018] As a preferred aspect of the invention, the contents of the long-term goal, short-term goal, and short-term learning plan are specifically as follows:

[0019] Long-term goal, including the difficulty rating of the final test and the specific score values of various music abilities;

[0020] Short-term goal, including the difficulty rating of the next-stage test and the specific score values of various music abilities;

[0021] Short-term learning plan, including various learning contents in the next stage and the time proportion of each learning content.

[0022] As a preferred aspect of the invention, the initial score value set X based on the various music abilities of students 1 The specific steps for formulating short-term goals and short-term learning plans are as follows:

[0023] Obtain the initial score value set X of the various music abilities of students 1 , set short-term goals, specifically the score value x of the various music abilities of students (i,1) Increase by 5 - 15 points;

[0024] Set a short-term learning plan. The learning contents in the short-term learning plan are exclusive vocalization training and vocal music theory knowledge at the initial difficulty level, and the time proportion h of each learning content (i,1) is then calculated based on the score value x of the various music abilities of students (i,1) The calculation formula is:

[0025] As a preferred aspect of the invention, the calculation of the set Y of the various learning abilities of students in each stage based on the change in the score values of the various music abilities of students in adjacent stages j The specific steps are as follows:

[0026] Obtain the score value x of the various music abilities of students in the previous stage (i,j-1) , the score value x of the various music abilities of students in this stage (i,j) and the time proportion h of each learning content in the short-term learning plan of the previous stage (i,j-1) ;

[0027] Calculate the various learning abilities y of students in this stage based on all the data obtained in the above steps (i,j) and combine them to obtain the set Y of the various learning abilities of students in this stage j , and the calculation formula used is: y (i,j) =(x (i,j) -x (i,j-1) ) / h (i,j-1) .

[0028] As a preferred aspect of the invention, the specific steps for updating short-term goals and short-term learning plans based on the score value set X of the various music abilities of students in each stage j and the set Y of the various learning abilities j are as follows:

[0029] Obtain the score value set X of the various music abilities of students in this stage j and the set Y of learning abilities j, set the updated short-term goals, specifically the scoring values x of the students' various music abilities (i,j) Improve y (i,j) ×h (i,j) points, where h (i,j) represents the proportion of the duration of each learning content reallocated at this stage;

[0030] Set the updated short-term learning plan. The learning content in the updated short-term learning plan is various exclusive vocalization training and vocal theory knowledge of corresponding difficulties, and the proportion of the duration of each learning content h (i,j) is calculated based on the students' various learning abilities y (i,j) at this stage. The calculation formula is:

[0031] As an optimal aspect of the invention, the specific steps for comprehensively calculating the set of students' average learning abilities based on the set of students' various learning abilities Y j at each stage are as follows: Based on the students' various learning abilities y (i,j) at each stage, calculate the students' average learning abilities and combine them to obtain the set of students' average learning abilities . The calculation formula used is:

[0032]

[0033] As an optimal aspect of the invention, the specific steps for recommending that the students modify the learning target information or learning cycle information based on the comparison result between the predicted long-term learning outcome of the students and the long-term goal, calculated based on the set of students' average learning abilities and the learning cycle information are as follows:

[0034] Based on the set of students' average learning abilities calculate the average proportion of the duration of each learning content . The calculation formula is:

[0035] Based on the set of students' average learning abilities the average proportion of the duration of each learning content the initial scoring value set X of each music ability and the learning cycle information, calculate the predicted long-term learning outcome set X of the students' various music abilities 1 =(x n , x (1,n) , x (2,n) , x (3,n) , …, x (i,n) , …, x (I,n) ), and the calculation formula used is:

[0036]

[0037] Aggregate X of the expected long-term learning outcomes of students' various music abilities n Compare with the long-term goal. If the difference between the expected long-term learning outcomes of students' various music abilities and the long-term goal exceeds the preset threshold, it is recommended that the student raise the learning goal or shorten the learning cycle. If the difference between the expected long-term learning outcomes of students' various music abilities and the long-term goal is lower than the preset threshold, it is recommended that the student lower the learning goal or extend the learning cycle.

[0038] A personalized vocal music teaching planning system, including a data acquisition module, an ability evaluation module, a teaching planning module, a plan update module, and a personalized recommendation module;

[0039] The data acquisition module is used to acquire the student's learning goal information, learning cycle information, audition video, and vocal music theory examination paper;

[0040] The ability evaluation module is used to initially evaluate the student's music accomplishment based on the student's audition video and vocal music theory examination paper, and obtain the initial scoring value set X of the student's various music abilities 1 ;

[0041] The teaching planning module is used to classify the student based on the student's learning goal information and learning cycle information and plan the long-term goal, and based on the initial scoring value set X of the student's various music abilities 1 Plan short-term goals and short-term learning plans;

[0042] The plan update module is used to conduct a periodic evaluation of the student's music accomplishment at stages, obtain the scoring value set X of the student's various music abilities at each stage j , and calculate the set Y of the student's various learning abilities at each stage based on this j , based on the scoring value set X of the student's various music abilities at each stage j and the set Y of the student's various learning abilities j Update short-term goals and short-term learning plans;

[0043] The personalized recommendation module is used to comprehensively calculate the set of the student's various average learning abilities based on the set Y of the student's various learning abilities at each stage j and calculate the expected long-term learning outcomes of the student based on this, and recommend that the student modify the learning goal information or learning cycle information based on the comparison result between the long-term learning outcomes and the long-term goal. This invention has the following advantages:

[0044] This invention has the following advantages:

[0045] 1. By initially evaluating the music literacy of students, the present invention can comprehensively understand the existing levels, strengths, and weaknesses of students, which helps this vocal music teaching planning system to customize personalized learning plans for students, conduct targeted training and learning according to the specific situations of students, make teaching more efficient, and thus improve the overall teaching quality. Planning short-term goals and short-term learning plans based on the initial evaluation results can not only ensure the achievability of the goals, but also maintain the learning motivation of students. It can also reasonably arrange the course content and practice time according to the actual levels of students, and allocate appropriate teaching resources according to the needs of different students, so as to avoid ineffective repeated training or overly difficult tasks and ensure the effective utilization of resources, improving the planning rationality of this vocal music teaching planning method and system.

[0046] 2. By calculating and obtaining the various learning abilities of students and re-planning short-term goals and short-term learning plans according to the various learning abilities of students, this not only helps this vocal music teaching planning system to customize the most suitable teaching methods and content for each student, reasonably allocate teaching resources according to the learning ability differences of different students, and improve the overall teaching effect, but also helps this vocal music teaching planning system to flexibly adjust teaching plans and strategies according to the performance and ability changes of students at each stage, ensuring that the teaching plan always conforms to the latest state of students, thereby helping students quickly see their growth, enhancing their self-confidence and learning interest, avoiding the sense of frustration caused by overly high goals that are difficult to achieve, and improving the planning rationality of this vocal music teaching planning method and system.

[0047] 3. By calculating and obtaining the average learning abilities of students and making personalized recommendations for the vocal music learning goals of students according to the average learning abilities, it can make personalized recommendations and set long-term learning goals according to the vocal music learning abilities and talents of students, which not only helps to maximize the development of students' potential, but also enhances their learning motivation and interest, and can also provide a clear direction for the future career development of students, making teaching more efficient and productive. Moreover, it can ensure that each student can develop on the most suitable path for themselves, so as to maximize the potential of students, help them achieve higher artistic achievements, and improve the planning rationality of this vocal music teaching planning method and system. BRIEF DESCRIPTION OF THE DRAWINGS

[0048] Figure 1 It is a schematic structural diagram of a personalized vocal music teaching planning system adopted in an embodiment of the present invention. DETAILED DESCRIPTION OF THE EMBODIMENTS

[0049] In order to enable those skilled in the art of this technology to better understand the technical solutions in the present invention, the technical solutions in the embodiments of the present invention will be clearly and completely described below in conjunction with the accompanying drawings in the embodiments of the present invention.

[0050] Example 1. A personalized vocal music teaching planning method includes the following steps:

[0051] Obtain the learning objective information and learning cycle information of students through questionnaire surveys, obtain the students' sight-singing videos and vocal music theory examination papers, and conduct an initial assessment of the students' music literacy based on the students' sight-singing videos and vocal music theory examination papers by means of manual or artificial intelligence technology of teachers to obtain the initial scoring value set X of the students' various music abilities 1 =(x (1,1) ,x (2,1) ,x (3,1) ,…,x (i,1) ,…,x (I,1) );

[0052] Classify the students based on the learning objective information and learning cycle information of the students and plan long-term goals, and plan short-term goals and short-term learning plans based on the initial scoring value set X of the students' various music abilities 1 ;

[0053] Conduct periodic assessments of the students' music literacy at stages to obtain the scoring value set X of the students' various music abilities at each stage j =(x (1,j) ,x (2,j) ,x (3,j) ,…,x (i,j) ,…,x (I,j) ), where j represents the number of stages and j>1, and calculate the set Y of the students' various learning abilities at each stage based on the changes in the scoring values of the students' various music abilities in adjacent stages j =(y (1,j) ,y (2,j) ,y (3,j) ,…,y (i,j) ,…,y (I,j) );

[0054] Update the short-term goals and short-term learning plans based on the scoring value set X of the students' various music abilities at each stage j and the set Y of the students' various learning abilities j ;

[0055] Comprehensively calculate the set of the students' various average learning abilities based on the set Y of the students' various learning abilities at each stage j ; Calculate the expected long-term learning achievements of the students based on the set of the students' various average learning abilities and the learning cycle information, recommend that the students modify the learning objective information or learning cycle information based on the comparison result between the long-term learning achievements and the long-term goals, and re-plan the long-term goals of the students based on the modified learning objective information or learning cycle information.

[0056] The scoring of each music ability of the student includes pitch accuracy scoring, timbre accuracy scoring, rhythm accuracy scoring, breathing control ability scoring, body coordination ability scoring, emotional expression ability scoring, and theoretical knowledge mastery scoring, and the score value x of each music score of the student (i,j) consists of the specific score value p (i,j) and the difficulty rating multiplier s (i,j) and is calculated by the formula: x (i,j) = p (i,j) × s (i,j) , where the full score value of the specific score value p (i,j) is 100.

[0057] It should be noted that the test difficulty rating used in the initial assessment is the lowest level, and the difficulty rating multiplier is 1. Since the various abilities of the student will continuously improve during the training process, using tests of low difficulty cannot fully reflect the changes in the student's abilities in all aspects. Therefore, the test difficulty will be gradually increased during the subsequent assessment process to ensure the accuracy of the assessment.

[0058] The initial assessment of the student's music literacy based on artificial intelligence technology to obtain the initial score value set X of each music ability of the student 1 is as follows:

[0059] Use spectrum analysis and time-domain analysis technologies to evaluate the accuracy of the student in terms of pitch, timbre, and rhythm, and obtain the student's pitch accuracy score, timbre accuracy score, and rhythm accuracy score;

[0060] Through gesture recognition and motion capture technologies, analyze the student's breathing control ability and body coordination, and obtain the student's breathing control ability score and body coordination ability score;

[0061] Through facial expression recognition and speech emotion analysis technologies, evaluate the student's singing emotional expression ability, and obtain the student's emotional expression ability score;

[0062] Based on the score of the student's vocal theory examination paper, evaluate the student's mastery of theoretical knowledge, and obtain the student's theoretical knowledge mastery score.

[0063] It should be noted that the above-mentioned spectrum analysis and time-domain analysis technologies, gesture recognition and motion capture technologies, and facial expression recognition and speech emotion analysis technologies are all existing and mature artificial intelligence technologies, so no more description and explanation will be given here.

[0064] By initially evaluating the students' music literacy, the above steps can comprehensively understand the students' current levels, strengths, and weaknesses, which helps this vocal music teaching planning system to customize personalized learning plans for students, conduct targeted training and learning according to the specific situations of students, make teaching more efficient, and thus improve the overall teaching quality.

[0065] The specific contents of the long-term goals, short-term goals, and short-term learning plans are as follows:

[0066] Long-term goals, including the difficulty rating of the final test and the specific score values of various music abilities;

[0067] Short-term goals, including the difficulty rating of the next-stage test and the specific score values of various music abilities;

[0068] Short-term learning plans, including the learning contents in the next stage and the proportion of the duration of each learning content.

[0069] The initial score value set X of the students' various music abilities 1 The specific steps for formulating short-term goals and short-term learning plans are as follows:

[0070] Obtain the initial score value set X of the students' various music abilities 1 , set short-term goals, specifically the score value x of the students' various music abilities (i,1) Increase by 5 - 15 points;

[0071] Set short-term learning plans. The learning contents in the short-term learning plans are the exclusive vocalization training and vocal music theory knowledge of the initial difficulty level, and the proportion of the duration h of each learning content (i,1) is then calculated based on the score value x of the students' various music abilities (i,1) , and the calculation formula is:

[0072] The above steps of planning short-term goals and short-term learning plans according to the initial evaluation results can not only ensure the achievability of the goals, but also maintain the students' learning motivation, and can also reasonably arrange the course content and practice time according to the actual levels of the students, and allocate appropriate teaching resources according to the needs of different students, so as to avoid ineffective repeated training or overly difficult tasks, and ensure the effective utilization of resources, improving the planning rationality of this vocal music teaching planning method and system.

[0073] The specific steps for calculating the set Y of the students' various learning abilities at each stage based on the changes in the score values of the students' various music abilities in adjacent stages j are as follows:

[0074] Obtain the score value x of the students' various music abilities in the previous stage (i,j-1), the scoring value x of each music ability of the student at this stage (i,j) and the duration proportion h of each learning content in the short-term learning plan of the previous stage (i,j-1) ;

[0075] Calculate the learning ability y of the student at this stage based on all the data obtained in the above steps (i,j) and combine to obtain the set Y of the learning abilities of the student at this stage j , and the calculation formula used is: y (i,j) =(x (i,j) -x (i,j-1) ) / h (i,j-1) .

[0076] The specific steps to update the short-term goal and short-term learning plan based on the set X of the scoring values of each music ability of the student in each stage j and the set Y of each learning ability j are as follows:

[0077] Obtain the set X of the scoring values of each music ability of the student at this stage j and the set Y of learning abilities j , set the updated short-term goal, specifically that the scoring value x of each music ability of the student (i,j) increases by y (i,j) ×h (i,j) points, where h (i,j) represents the duration proportion of each learning content reallocated at this stage;

[0078] Set the updated short-term learning plan. The learning content in the updated short-term learning plan is various exclusive vocalization trainings and vocal theory knowledge of corresponding difficulty, and the duration proportion h of each learning content (i,j) is calculated based on the learning ability y of the student at this stage (i,j) , and the calculation formula is:

[0079] The above steps calculate and obtain the learning abilities of the student, and re-plan the short-term goal and short-term learning plan according to the learning abilities of the student. This can not only facilitate the vocal music teaching planning system to customize the most suitable teaching methods and content for each student, reasonably allocate teaching resources according to the learning ability differences of different students, and improve the overall teaching effect, but also help the vocal music teaching planning system flexibly adjust the teaching plan and strategy according to the performance and ability changes of the student in each stage, ensure that the teaching plan always conforms to the latest state of the student, thereby helping the student quickly see their growth, enhancing the student's self-confidence and learning interest, avoiding the sense of frustration caused by the difficulty of achieving overly high goals, and improving the planning rationality of this vocal music teaching method and system.

[0080] The set Y of various learning abilities of students at each stage j Comprehensively calculate the set of average learning abilities of students The specific steps are as follows: Based on the various learning abilities y of students at each stage (i,j) Calculate the average learning abilities of students And combine them to obtain the set of average learning abilities of students The calculation formula used is:

[0081] The set of average learning abilities of students And the learning cycle information to calculate the expected long-term learning outcomes of students. The specific steps to recommend students to modify the learning goal information or learning cycle information based on the comparison results between the long-term learning outcomes and the long-term goals are as follows:

[0082] Based on the set of average learning abilities of students Calculate the average duration ratio of each learning content The calculation formula is:

[0083] Based on the set of average learning abilities of students The average duration ratio of each learning content The initial scoring value set X of each music ability 1 And the learning cycle information to calculate the set X of expected long-term learning outcomes of each music ability of students n =(x (1,n) ,x (2,n) ,x (3,n) ,…,x (i,n) ,…,x (I,n) ), and the calculation formula used is:

[0084]

[0085] Compare the set X of expected long-term learning outcomes of each music ability of students n With the long-term goal. If the difference between the expected long-term learning outcomes of each music ability of students and the long-term goal exceeds the preset threshold, it is recommended that students raise the learning goal or shorten the learning cycle. If the difference between the expected long-term learning outcomes of each music ability of students and the long-term goal is lower than the preset threshold, it is recommended that students lower the learning goal or extend the learning cycle.

[0086] Specifically, suggesting that students modify their learning goals or learning cycles based on their average learning abilities is to hope that students can reasonably choose their learning paths according to their talents in vocal music, and try to avoid students spending too much time on the wrong paths. Also, it is hoped that students who lack talent in this area but still persevere in their efforts can ultimately achieve their learning goals through hard work making up for lack of talent.

[0087] The above steps calculate and obtain the average learning abilities of students, and make personalized recommendations for the vocal music learning goals of students based on the average learning abilities. It can make personalized recommendations and set long-term learning goals according to the vocal music learning abilities and talents of students, which not only helps to maximize the development of students' potential, but also enhances students' learning motivation and interest. It can also provide a clear direction for the future career development of students, making teaching more efficient and productive, and ensuring that each student can develop on the most suitable path for themselves, so as to maximize the potential of students, help them achieve higher artistic achievements, and improve the planning rationality of this vocal music teaching planning method and system.

[0088] Example 2, a personalized vocal music teaching planning system, as Figure 1 shown, includes a data acquisition module, an ability evaluation module, a teaching planning module, a plan update module, and a personalized recommendation module;

[0089] The data acquisition module is used to obtain the learning goal information, learning cycle information, audition video, and vocal music theory examination papers of students;

[0090] The ability evaluation module is used to initially evaluate the music literacy of students based on the audition video and vocal music theory examination papers of students, and obtain the initial scoring value set X of each music ability of students 1 ;

[0091] The teaching planning module is used to classify students and plan long-term goals based on the learning goal information and learning cycle information of students, and plan short-term goals and short-term learning plans based on the initial scoring value set X of each music ability of students 1 ;

[0092] The plan update module is used to conduct periodic evaluations of the music literacy of students at each stage, obtain the scoring value set X of each music ability of students at each stage, and calculate and obtain the set Y of each learning ability of students at each stage based on this. Based on the scoring value set X of each music ability of students at each stage j and the set Y of each learning ability, update the short-term goals and short-term learning plans; j j and the set Y of each learning ability of students at each stage j update the short-term goals and short-term learning plans;

[0093] ​The personalized recommendation module is used to calculate the average learning ability sets of students comprehensively based on the set Y of various learning abilities of students at each stage j And calculate the predicted long-term learning outcomes of students based on this, and recommend students to modify the learning objective information or learning cycle information based on the comparison results between the long-term learning outcomes and the long-term goals. It should be understood that those of ordinary skill in the art can make improvements or transformations according to the above description, and all such improvements and transformations shall fall within the protection scope of the appended claims of the present invention. The parts not described in detail in this specification belong to the prior art well-known to those of ordinary skill in the art.

[0094] It should be understood that those of ordinary skill in the art can make improvements or transformations according to the above description, and all such improvements and transformations shall fall within the protection scope of the appended claims of the present invention. The parts not described in detail in this specification belong to the prior art well-known to those of ordinary skill in the art.

Claims

1. A personalized vocal music teaching planning method, characterized in that: The following steps are involved: The students' learning goal information and learning cycle information are obtained through questionnaire surveys, and the students' audition videos and vocal theory test papers are obtained. Based on the students' audition videos and vocal theory test papers, the students' musical literacy is initially evaluated by teachers manually or using artificial intelligence technology to obtain the initial score set of students' various musical abilities X1 = (x (1,1) ,x (2,1) ,x (3,1) ,…,x (i,1) ,…,x (I,1) ); Based on their learning goal information and learning cycle information, students are classified and long-term goals are planned. Based on the initial score set X1 of each student's music ability, short-term goals and short-term learning plans are planned. Conduct periodic assessments of students' musical literacy and obtain a set of scores X for each musical ability of students at each stage. j =(x (1,j) ,x (2,j) ,x (3,j) ,…,x (i,j) ,…,x (I,j) ), where j represents the stage number, and j>1, and the set of students’ learning abilities at each stage Y is calculated based on the changes in the scores of each musical ability of the students at adjacent stages. j =(y (1,j) ,y (2,j) ,y (3,j) ,…,y (i,j) ,…,y (I,j) ); The score set X is based on the students' various musical abilities at different stages. j and the learning ability set Y j Update short-term goals and short-term learning plans; Based on the learning ability set Y of students at different stages j Comprehensively calculate the average learning ability of students Based on the average learning ability of students The estimated long-term learning outcomes of students are calculated based on the learning cycle information, and the comparison results between the long-term learning outcomes and the long-term goals are used to recommend students to modify their learning goal information or learning cycle information, and the long-term goals of students are re-planned based on the modified learning goal information or learning cycle information.

2. A personalized vocal music teaching planning method according to claim 1, characterized in that: The scores of the students' music abilities include pitch accuracy, timbre accuracy, rhythm accuracy, breathing control ability, body coordination ability, emotional expression ability and theoretical knowledge mastery, and the scores of the students' music abilities are x. (i,j) According to the specific score value p (i,j) and difficulty rating multipliers (i,j) It consists of two parts, and the calculation formula is: (i,j) =p (i,j) ×s (i,j) , where the specific score value p (i,j) The full score is 100.

3. According to claim 1, a personalized vocal music teaching planning method is characterized in that: The specific steps of performing an initial assessment of the students' musical literacy based on artificial intelligence technology to obtain an initial scoring set X1 of the students' various musical abilities are as follows: Use spectrum analysis and time domain analysis techniques to assess students' accuracy in pitch, timbre and rhythm, and obtain students' pitch accuracy scores, timbre accuracy scores and rhythm accuracy scores; Through posture recognition and motion capture technology, the students' breathing control ability and body coordination are analyzed to obtain the students' breathing control ability score and body coordination ability score; Through facial expression recognition and voice emotion analysis technology, the students' singing emotional expression ability is evaluated and the students' emotional expression ability score is obtained; Based on the scores of students' vocal theory test papers, the students' mastery of theoretical knowledge is evaluated and the students' theoretical knowledge mastery scores are obtained.

4. A personalized vocal music teaching planning method according to claim 1, characterized in that: The contents of the long-term goals, short-term goals and short-term learning plans are as follows: Long-term goals, including a difficulty rating for the final test and specific numerical scores for each musical ability; Short-term goals, including the difficulty rating of the next phase of the test and specific score values ​​for each musical ability; The short-term learning plan includes the various learning contents in the next stage and the duration ratio of each learning content.

5. A personalized vocal music teaching planning method according to claim 1, characterized in that: The specific steps of formulating short-term goals and short-term learning plans based on the initial score set X1 of each student's music ability are: Get the initial score set X1 of each student's music ability, set short-term goals, specifically the score x of each student's music ability (i,1) Improve 5-15 points; Set up a short-term learning plan. The learning content in the short-term learning plan includes various exclusive vocal training and vocal theory knowledge of initial difficulty, and the duration of each learning content accounts for h (i,1) Based on the score of each student's musical ability, (i,1) The calculation formula is:

6. A personalized vocal music teaching planning method according to claim 1, characterized in that: The set Y of learning abilities of students at each stage is calculated based on the changes in the scores of each musical ability of students at adjacent stages. j The specific steps are: Get the score x of each music ability of the student in the previous stage (i,j-1) , the score of each musical ability of students at this stage x (i,j) And the duration of each learning content in the short-term learning plan of the previous stage (i,j-1) ; Based on all the data obtained in the above steps, the students’ learning abilities at this stage are calculated. (i,j) And combine to get the set Y of students' learning abilities at this stage j , the calculation formula used is: (i,j) =(x (i,j) -x (i,j-1) ) / h (i,j-1) .

7. A personalized vocal music teaching planning method according to claim 6, characterized in that: The score set X based on the students' various musical abilities at each stage j and the learning ability set Y j The specific steps to update short-term goals and short-term learning plans are: Get the score set X of each student's music ability at this stage j and learning ability set Y j , set updated short-term goals, specifically the scores of students' various musical abilities x (i,j) Raise y (i,j) ×h (i,j) points, where h (i,j) Indicates the proportion of time spent on each learning content that is reallocated during this phase; Set up an updated short-term study plan. The learning content in the updated short-term study plan includes various exclusive vocal training and vocal theory knowledge of corresponding difficulty, and the duration of each learning content accounts for h (i,j) Based on the students' learning abilities at this stage (i,j) The calculation formula is:

8. A personalized vocal music teaching planning method according to claim 6, characterized in that: The learning ability set Y based on students at each stage j Comprehensively calculate the average learning ability of students The specific steps are: based on the students' learning abilities at each stage (i,j) Calculate the average learning ability of students And combine to get the average learning ability set of students The calculation formula used is:

9. A personalized vocal music teaching planning method according to claim 8, characterized in that: The average learning ability of each student is based on The specific steps for calculating the expected long-term learning outcomes of students based on the learning cycle information and comparing the long-term learning outcomes with the long-term goals are as follows: Based on the average learning ability of students Calculate the average duration of each learning content The calculation formula is: Based on the average learning ability of students Average duration of each learning content The initial score set X1 of each music ability and the learning cycle information are used to calculate the expected long-term learning outcomes set X of each music ability of the student. n =(x (1,n) ,x (2,n) ,x (3,n) ,…,x (i,n) ,…,x (I,n) ), the calculation formula used is: Learning cycle; Combine the expected long-term learning outcomes of students' various music abilities into X n Compared with the long-term goals, if the difference between the expected long-term learning outcomes of students' various music abilities and the long-term goals exceeds the preset threshold, it is recommended that students raise their learning goals or shorten the learning cycle; if the difference between the expected long-term learning outcomes of students' various music abilities and the long-term goals is lower than the preset threshold, it is recommended that students lower their learning goals or extend the learning cycle.

10. A personalized vocal music teaching planning system, applied to a personalized vocal music teaching planning method according to any one of claims 1 to 9, characterized in that: It includes data acquisition module, ability assessment module, teaching planning module, program update module and personalized recommendation module; The data acquisition module is used to obtain students' learning goal information, learning cycle information, audition videos and vocal theory test papers; The ability assessment module is used to conduct an initial assessment of the student's musical literacy based on the student's audition video and vocal theory test paper, and obtain a set of initial scoring values ​​X1 for each of the student's musical abilities; The teaching planning module is used to classify students and plan long-term goals based on their learning goal information and learning cycle information, and plan short-term goals and short-term learning plans based on the initial score set X1 of each student's musical ability; The program update module is used to conduct periodic assessments of students' music literacy and obtain a set of scores for each musical ability of students at each stage. j , and based on this, we can calculate the set of students’ learning abilities at each stage Y j , based on the score set X of students' various musical abilities at different stages j and the learning ability set Y j Update short-term goals and short-term learning plans; Personalized recommendation module, used to set Y based on students’ learning abilities at different stages j Comprehensively calculate the average learning ability of students Based on this, the student's expected long-term learning outcomes are calculated, and based on the comparison results of the long-term learning outcomes with the long-term goals, it is recommended that the student modify his or her learning goal information or learning cycle information.

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