Role playing simulation teaching system and teaching method

Abstract

The invention provides a role-playing simulation teaching system and a role-playing simulation teaching method. The role-playing simulation teaching system comprises an administrator module, a student module, an event module, an activity module and a calculation module, the administrator module is operated by a lecturer, and simulative operation is started according to needs in the teaching process; the student module is operated by students and is used for simulating company creation, role selection, development target setting and simulation operation of events and activities after a lecturer starts simulation operation; the activity module is used for providing various activities required by simulation operation; the event module is used for providing various events required by simulation operation; the calculation module is used for independently calculating the parameter change of the student according to the decision of the single student after each activity simulation operation, and obtaining the operation result of the student; and after simulation operation of each event, according to mutual influence of decisions of all the students, parameter changes of all the students are calculated, and an operation result of each student is obtained.

Description

Technical Field

[0001] The present invention relates to the technical field of education and training, and particularly relates to a role-playing simulation teaching system and a teaching method. Background Art

[0002] Training is a huge market, but the training effect has not been very good all the time. Because training is out of touch with reality, pure theoretical knowledge cannot enable workplace personnel to quickly improve themselves, and the memory of training knowledge points does not exceed 3 months. Therefore, the currently more widely used sand table game method is adopted in the market to increase the fun of training, so as to enhance the experience and memory effect. However, the sand table game generally has a set of fixed rules and cannot be applied to workplace people in different fields, nor can it meet the demands of workplace people in different positions. In most cases, people in different positions cannot clearly understand the impact of their work on the company's business. The purpose of an enterprise is to make a profit, and only a training mode that can help the enterprise grow is what the enterprise hopes for.

[0003] Therefore, how to enable students to better understand the logic of enterprise business, better understand their own work, establish goals, and improve their abilities is a problem that needs to be solved currently. Summary of the Invention

[0004] The purpose of the present invention is to provide a role-playing simulation teaching system and a teaching method, which can bring students the joy of learning and a real experience, and the training knowledge points are easier to remember.

[0005] To achieve the above purpose, the present invention provides a role-playing simulation teaching system, including:

[0006] An administrator module, a student module, an event module, an activity module, and a calculation module;

[0007] The administrator module is operated by the lecturer and starts the simulation operation as needed during the teaching process;

[0008] The student module is operated by the student and is used to simulate company creation, role selection, setting development goals, and simulating the operation of events and activities after the lecturer starts the simulation operation;

[0009] The activity module is used to provide various activities required for the simulation operation;

[0010] The event module is used to provide various events required for the simulation operation;

[0011] The calculation module is used to independently calculate the parameter changes of each trainee based on the decisions of individual trainees after each activity simulation operation, and obtain the operation results of each trainee; and after each event simulation operation, based on the mutual influence of the decisions of all trainees, comprehensively calculate the parameter changes of all trainees to obtain the operation results of each trainee.

[0012] In an alternative solution, the event module stores multiple events, and during the simulation, the multiple events are presented to the participants in a set order; or, the event module has multiple event libraries of different types, each type of event library stores multiple events, and events are called from each of the different types of event libraries during the simulation.

[0013] In an alternative solution, during the first event simulation operation, the first event is randomly or specified, and then based on the parameter changes obtained from the simulation results of the previous event, the next event is automatically generated.

[0014] In an alternative solution, the first simulation operation is initiated by the instructor in the classroom, and after the lecture ends and is authorized by the instructor, the trainees can independently start the simulation operation multiple times.

[0015] In an alternative solution, the parameters include: funds, labor force, word-of-mouth, speed, quality, core technology, interpersonal relationships, users, and supply chain.

[0016] The present invention also provides a role-playing simulation teaching method, based on the above role-playing simulation teaching system, the method includes:

[0017] At the beginning of the course, the instructor explains the training content, and then the instructor starts the simulation operation;

[0018] The trainees create companies, select roles, set development goals according to the instructor's training content, and conduct simulation operations on activities and events;

[0019] During the training process, the simulation operations of events and activities are controlled by the instructor to start and pause, and in cooperation with the course learning, the simulation is completed;

[0020] After each activity simulation operation, the parameter changes of each trainee are independently calculated, and after each event simulation operation, the parameter changes of all trainees are comprehensively calculated;

[0021] After the course ends, each trainee obtains his own parameters.

[0022] In an alternative solution, the simulation operation modes are divided into a single-person decision-making mode and a team cooperation mode;

[0023] In the single-person decision-making mode, each trainee represents a company, and after the simulation operation ends, each trainee obtains the parameter changes of his own company;

[0024] In the team cooperation mode, one trainee represents the general manager, and the other trainees represent their respective departments; during the simulated operation, the decisions of the other trainees are submitted to the general manager, and the general manager then submits the final decision based on the decisions of each department; alternatively, the trainees discuss on-site and jointly complete the final decision; after the simulated operation ends, the general manager obtains the parameter changes of the company, and the other trainees obtain the parameter changes of their respective departments.

[0025] In an alternative solution, in the team cooperation mode, after the activity simulation operation, the parameter values of this department and other relevant departments are all affected.

[0026] In an alternative solution, the lecturer's teaching content is interspersed with the trainees' simulated operation. First, teach, and then trigger the corresponding activity simulation operation or event simulation operation according to the teaching content to obtain the effect of the current teaching in a timely manner.

[0027] In an alternative solution, the entire training involves multiple different types of events; there is one event of each type, which is presented to the participants in a fixed order; or, there are multiple events of each type, and one is randomly called during the simulation; or, when simulating the first event, a specified or randomly generated event is specified, and then in the next round of event simulation, the corresponding event is automatically generated according to the parameter changes in the previous round.

[0028] The beneficial effects of the present invention are as follows:

[0029] Through role-playing simulation operation, the present invention is different from boring courses, can bring learning pleasure and real experience to trainees, and the training knowledge points are easier to remember. Through simulation operation, trainees can better improve their abilities in practice. BRIEF DESCRIPTION OF THE DRAWINGS

[0030] By describing the exemplary embodiments of the present invention in more detail in conjunction with the drawings, the above and other objects, features, and advantages of the present invention will become more obvious. In the exemplary embodiments of the present invention, the same reference numerals generally represent the same components.

[0031] Figure 1 It is a flowchart of the role-playing simulation teaching method in an embodiment of the present invention. DETAILED DESCRIPTION

[0032] The present invention will be further described in detail below in conjunction with the drawings and specific embodiments. According to the following description and drawings, the advantages and features of the present invention will be clearer. However, it should be noted that the concept of the technical solution of the present invention can be implemented in many different forms and is not limited to the specific embodiments described herein. The drawings are all in a very simplified form and use non-precise scales, only for the purpose of facilitating and clearly assisting in explaining the embodiments of the present invention.

[0033] It should be understood that when an element or layer is referred to as being "on", "adjacent to", "connected to" or "coupled to" another element or layer, it can be directly on, adjacent to, connected or coupled to the other element or layer, or there may be intervening elements or layers. In contrast, when an element is referred to as being "directly on", "directly adjacent to", "directly connected to" or "directly coupled to" another element or layer, there are no intervening elements or layers. It should be understood that although the terms first, second, third, etc. may be used to describe various elements, components, regions, layers and / or portions, these elements, components, regions, layers and / or portions should not be limited by these terms. These terms are only used to distinguish one element, component, region, layer or portion from another element, component, region, layer or portion. Thus, without departing from the teachings of the present invention, the first element, component, region, layer or portion discussed below may be denoted as the second element, component, region, layer or portion.

[0034] Spatial relationship terms such as "under", "below", "beneath", "underneath", "above", "over", etc. are used herein for convenience in describing the relationship of one element or feature shown in the figures to other elements or features. It should be understood that, in addition to the orientation shown in the figures, the spatial relationship terms are intended to also encompass different orientations of the device in use and operation. For example, if the device in the figures is flipped, then an element or feature described as "under" or "beneath" or "underneath" another element or feature will be oriented "over" the other element or feature. Thus, the exemplary terms "under" and "beneath" can include both an upper and a lower orientation. The device may be otherwise oriented (rotated 90 degrees or other orientations) and the spatial descriptors used herein are to be interpreted accordingly.

[0035] The purpose of the terms used herein is only to describe specific embodiments and is not a limitation of the present invention. As used herein, the singular forms "a", "an" and "the" are also intended to include the plural forms unless the context clearly dictates otherwise. It should also be understood that the terms "comprising" and / or "including", when used in this specification, specify the presence of the stated features, integers, steps, operations, elements and / or components, but do not preclude the presence or addition of one or more other features, integers, steps, operations, elements, components and / or groups. As used herein, the term "and / or" includes any and all combinations of the associated listed items.

[0036] Embodiment 1

[0037] This embodiment provides a role-playing simulation teaching system, including:

[0038] An administrator module, a trainee module, an event module, an activity module and a calculation module;

[0039] The administrator module is operated by the instructor and starts the simulation operation as needed during the teaching process;

[0040] The trainee module is operated by the trainees. After the instructor starts the simulation operation, it is used to simulate company creation, role selection, setting development goals, and simulating the operation of events and activities;

[0041] The activity module is used to provide various activities required for the simulation operation;

[0042] The event module is used to provide various events required for the simulation operation;

[0043] The calculation module is used to independently calculate the parameter changes of each trainee based on the decisions of individual trainees after each activity simulation operation to obtain the operation results of each trainee; and after each event simulation operation, based on the mutual influence of the decisions of all trainees, comprehensively calculate the parameter changes of all trainees to obtain the operation results of each trainee.

[0044] Specifically, the definition of an activity: The development within the company is called an activity. An activity independently changes the relevant parameters of the company and does not interact with other companies. The definition of an event: Any situation that may occur in the market and has a certain impact on the company is an event. The parameter changes generated by the event are the result of the mutual influence after the decisions of all companies are aggregated and calculated. Each simulation can select the industry field and enterprise type. The industry fields include, but are not limited to, various fields such as manufacturing, software, and service industries (the same field must be selected at the start of the simulation); the enterprise types are divided into 4 categories, namely startup, private enterprise, state-owned enterprise, and foreign-funded / joint venture. Each event and activity is set with the corresponding industry field (one event or activity can correspond to multiple fields), and events and activities occur randomly according to the industry field selected at the initial stage of the simulation.

[0045] The simulation operation mode is divided into a single-person decision-making mode and a team cooperation mode. In the single-person decision-making mode, each trainee represents a company. After the simulation operation ends, each trainee obtains the parameter changes of their respective company. The training content of the single-person decision-making mode mainly includes four major aspects: cognitive ability, foresight ability, decision-making ability, and business thinking. The parameters of the company in the single-person decision-making mode include but are not limited to: funds, enterprise labor force, reputation, quality, speed, core skills, number of users, and supply chain. The training content of the team cooperation mode mainly includes six major aspects: cognitive ability, foresight ability, decision-making ability, business thinking, leadership, and teamwork. In the team cooperation mode, the general manager represents the company, and its parameters are the same as those in the single-person decision-making mode. Other trainees represent their respective departments, each with their own parameters. Specifically, the parameters in the team cooperation mode include but are not limited to: the general manager's parameters, that is, the company's parameters (funds, enterprise labor force, reputation, quality, speed, core skills, number of users, supply chain), the quality department's parameters (including but not limited to quality, scrap rate, error-proofing ability, etc.), the operation department's parameters (including but not limited to efficiency, quality, equipment operation rate, labor cost, etc.), the marketing department's parameters, the sales department's parameters, the technology department's parameters, the procurement department's parameters, and the parameters of other auxiliary departments (HR, public relations, finance, legal affairs, etc.).

[0046] In this embodiment, the event module stores multiple events, and during the simulation, the multiple events are presented to the participants in a set order. For example, the simulation operation of the entire training includes 12 rounds, and there is an event simulation operation in each round. The 12 events are presented to the trainees in the pre-specified order.

[0047] In another embodiment, the event module has multiple event libraries of different types, and each type of event library stores multiple events. During the simulation, events are called from each of the different types of event libraries. Specifically, each event will have an affiliated event library (such as market sales, production operation, quality management, technology R & D, procurement supply, auxiliary support, etc., and the event library will continuously update new events). During the simulation, a set of events (taking 12 rounds as an example) will be defined, and this set of events is called from different event libraries, and finally 12 events are formed for simulation.

[0048] In another embodiment, events can be automatically generated. When the first event simulation operation is carried out, the first event is randomly or specified. After different parameter changes are generated according to the trainees' decisions, the next event is automatically generated based on the parameter changes obtained from the simulation results of the previous event. This automatic generation technology will help make the trainees' choices and market changes closer to the real situation, so as to more effectively let the trainees experience the real feelings brought by different decisions.

[0049] In this embodiment, the first simulation operation is initiated by the lecturer in the classroom. After the lecture ends and authorized by the lecturer, the trainees can repeatedly and independently start the simulation operation multiple times.

[0050] This embodiment can provide training for office workers and adopt a solution of combining teaching with a mini-program to improve the training effect. The simulation mode formed by the mini-program is different from the boring courses, which can bring learning pleasure and real experience to the trainees. At the same time, combined with the lecturer's course content, including pictures, videos, language, etc., trainees can better master the skills in the workplace. The biggest advantage of the mini-program is that it is easy to operate, its internal logic is closer to reality, the training knowledge points are easier to remember, and trainees can review their simulation process repeatedly, which can better help them improve in practice.

[0051] Embodiment 2

[0052] Referring to Figure 1 , this embodiment provides a role-playing simulation teaching method. Based on the role-playing simulation teaching system described in Embodiment 1, this method includes:

[0053] At the beginning of the course, the lecturer explains the training content, and then the lecturer starts the simulation operation;

[0054] According to the lecturer's training content, the trainees create a company, select roles, set development goals, and conduct simulation operations on activities and events;

[0055] During the training process, the simulation operation of events and activities is controlled by the lecturer to start and pause, and cooperate with the course learning to complete the simulation;

[0056] After each activity simulation operation, the parameter changes of each trainee are calculated independently, and after each event simulation operation, the parameter changes of all trainees are calculated comprehensively;

[0057] After the course ends, each trainee obtains his own parameters.

[0058] Specifically, the training content includes six major workplace skills: cognitive ability, foresight, decision-making ability, business thinking, leadership, and teamwork. The simulation of events and activities is related to these six knowledge points. The training form is lecturer teaching + mini-program simulation operation.

[0059] In this embodiment, the simulation is divided into 12 rounds in total. There are events and activities in each round. The events mainly involve making business decisions in the market and obtaining the maximum possible profit. The activities refer to choosing activities beneficial to the company during the break of each round, and each activity will affect the parameters of the company. The course content and knowledge points are related in these 12 rounds, and the participants make their own choices through learning about strategies, marketing, game theory, etc. The activities during the break of each round are actions that the company might take in a real situation, which will affect the parameters of the company itself, and the parameters of the company determine how much cash flow can be generated in the event. After the selection of each round of activities, the parameters of each company change independently; after each event ends, the results of all companies are calculated uniformly and interact with each other, and finally the operation results of each enterprise are obtained. The events and activities are controlled by the instructor to start, pause, and cooperate with the course learning to complete the simulation. After the course ends, each participant obtains the performance of their own company.

[0060] The entire training involves multiple events of different types; there is one event of each type, which is presented to the participants in a fixed order; or, there are multiple events of each type, and when simulating, one is randomly selected from them; or, when simulating the first event, one event is specified or randomly generated, and then in the next round of event simulation, the corresponding event is automatically generated according to the parameter changes in the previous round. This automatic generation technology will help to make the choices of the participants and the changes in the market closer to the real situation, so as to more effectively let the participants experience the real feelings brought by different decisions.

[0061] In this embodiment, the simulation operation mode is divided into a single-person decision-making mode and a team cooperation mode; in the single-person decision-making mode, each participant represents a company, and after the simulation operation ends, each participant obtains the parameter changes of their own company; in the team cooperation mode, one participant represents the general manager, and the other participants represent their respective departments; during the simulation operation, the decisions of the other participants are submitted to the general manager, and the general manager then submits the final decision according to the decisions of each department; or, the participants discuss on-site and jointly complete the final decision; after the simulation operation ends, the general manager obtains the parameter changes of the company, and the other participants obtain the parameter changes of their respective departments.

[0062] Taking the single-person decision-making mode as an example:

[0063] 1. At the beginning of the course, the instructor introduces self-awareness, and the important knowledge points include goal setting and emotion management. This content can be in the small program or not, and the instructor makes the courseware by himself.

[0064] 2. The instructor opens the small program for login, and each participant registers, selects the company type, and then sets their own development goals.

[0065] 3. The initial parameter values of different types of companies are different. For example, the parameters and initial values of private enterprises are: assets 1000, labor force 100, word-of-mouth 50, quality 30, speed 100, interpersonal relationships 50, core capabilities 100, users 30, and supply chain 10. The upper limit values of parameters are set for all company types: no upper limit for assets, upper limit value of 2500 for labor force, upper limit value of 500 for word-of-mouth, upper limit value of 250 for quality, upper limit value of 200 for speed, upper limit value of 400 for interpersonal relationships, upper limit value of 800 for core capabilities, upper limit value of 250 for users, and upper limit value of 250 for supply chain.

[0066] 4. Based on goal-oriented learning, students set development goals for their virtual companies: stable type, profit-making type, and expansion type. Each of the 3 goals has corresponding parameter values (set by the system, not exceeding the upper limit).

[0067] 5. Continue with the class. The next chapter is about foresight, that is, how students cultivate personal cultivation and strategic perspectives.

[0068] 6. The instructor continues to open the mini-program and enters the enterprise strategy selection: need financing, need loans, existing funds of mature companies. To develop the company, first understand what type of company you are in, and then consider where to get the funds?

[0069] 7. Then the students start the activity selection. The activities include more than 20 items. For example, if they choose to invest 500,000 and increase R & D investment, then the corresponding change in the word-of-mouth parameter = (upper limit - current) * 0.1; the corresponding change in the quality parameter = (upper limit - current) * 0.1; the corresponding change in the core capabilities parameter = (upper limit - current) * 0.1, but the funds are reduced by 500,000. Similar different activities result in different parameter changes, which are controlled by the background algorithm.

[0070] 8. Continue with the lecture. The next chapter is about marketing business thinking. The development of the company requires market promotion to make a profit, and how to make the company develop rapidly requires each student to apply what they have learned.

[0071] 9. Then the students start the event selection. For example, in the simulated smart glasses market, 5000 units of orders appear. The students' respective bids are 1000, 2000, 3000, and 4000. The background calculates the share. The higher the bid, the smaller the market share. At the same time, the number of orders obtained and the cost are related to their own parameters and are calculated by the background formula.

[0072] 10. Continue with the lecture. The next chapter is about game decision-making, which determines how we make decisions in different situations.

[0073] 11. The instructor continues to trigger various events of the mini-program. There are dozens of events and the number is constantly increasing. For example, the event will remind the company that it is developing too fast and ask whether to focus on quality or delivery. If quality is not emphasized, quality problems will break out, and at this time, if the company's quality parameters are lower than a certain value, it will be fined.

[0074] 12. Similar events will occur randomly and require the trainees to select the corresponding answers. At the same time, the events will also generate orders to help the trainees develop their companies. The trainees can also adjust the development direction of their own companies through activities. The entire process is controlled by the instructor regarding when to give lectures and when to enable the mini-program.

[0075] The differences between the team cooperation mode and the single-person decision-making mode are as follows:

[0076] 1. The team cooperation mode generally has 8 people representing 8 different departments.

[0077] 2. Each person has their own parameters. The general manager has 8 parameters, the same as in the single-person mode. Other departments have their own parameters. For example, the parameters of the quality department include but are not limited to quality, scrap rate, error-proofing ability, etc. The parameters of the operations department include but are not limited to efficiency, quality, equipment operation rate, labor cost, etc.

[0078] 3. Events occur randomly. For example, there is an order for 10,000 units in the market, and the trainees each bid 4 different prices: 1,000, 2,000, 3,000, and 4,000. It is confirmed and selected by the general manager, but each department can give suggestions to the general manager based on their own parameters. For example, based on its own efficiency value, the operations department infers that even if the general manager chooses the option of 1,000 yuan to grab the share, it won't be able to produce it. So it's better to recommend that the general manager choose the option with a smaller share but higher profit of 4,000 yuan.

[0079] 4. Similarly, the instructor can start the mini-program at any time to trigger activity items. Each department can also choose activities by itself. For example, participating in training can improve efficiency and enhance quality, but it will increase additional costs, etc. Each activity selection may increase or decrease its own parameter value, and may also increase or decrease the parameter values of other departments.

[0080] 5. The instructor will add 2 course contents: leadership and teamwork. In the discussions and simulations again and again, experience the leadership ability of the general manager and the teamwork ability to achieve win-win results for the team.

[0081] The characteristics of the single-person decision-making mode: Each trainee simulates a company. Each trainee's choice will interact with other trainees, and the choices of other trainees will also affect their own enterprises. Eventually, balance the development of the enterprise in the decision-making of weighing the pros and cons.

[0082] Characteristics of the teamwork mode: First step, managers from different departments will have their respective department parameters and performance indicators. The decisions of each department will affect its own department parameters, and at the same time, will also affect the parameters of other departments. Finally, after the choices of each department are submitted and approved by the general manager, unified calculation will be carried out, which will directly affect the final company parameters of the general manager. Second step, as the representative of the company, the general manager makes his own decisions in the event. The quality of the result in the event comes from the changes in the company parameters generated by the choices of each department. When the general managers of all companies submit their event decisions, the system will carry out unified calculation to obtain the results of each company.

[0083] It can be seen that the choices of all companies have interactive effects and do not exist independently. Moreover, the teamwork mode involves double summary calculation, which is closer to the real situation and enables trainees to better experience the real feelings of enterprise development.

[0084] The above description is only a description of the preferred embodiment of the present invention and does not limit the scope of the present invention in any way. Any changes and modifications made by those of ordinary skill in the art of the present invention based on the above disclosure shall fall within the protection scope of the claims.

Claims

1. A role-playing simulation teaching system, characterized in that: include: Administrator module, student module, event module, activity module and calculation module; The administrator module is operated by the lecturer, and simulated operations are started as needed during the course; The student module is operated by the students and is used to simulate company creation, role selection, setting development goals, and simulate operations of events and activities after the instructor starts the simulated operation; The activity module is used to provide various activities required for simulation operation; The event module is used to provide various events required for simulation operation; The calculation module is used to independently calculate the parameter changes of a single student according to the decision of the student after each activity simulation operation to obtain the student's operation result; and after each event simulation operation, comprehensively calculate the parameter changes of all students according to the mutual influence of the decisions of all students to obtain the operation result of each student.

2. The role-playing simulation teaching system as claimed in claim 1, characterized in that: The event module stores multiple events, and during simulation, the multiple events are presented to participants in a set order; or, the event module has multiple event libraries of different types, each type of event library stores multiple events, and during simulation, events are called from each of the different types of event libraries.

3. The role-playing simulation teaching system as claimed in claim 1, characterized in that: When the first event simulation is run, the first event is randomly or specified, and then the next event is automatically generated based on the parameter changes obtained from the simulation results of the previous event.

4. The role-playing simulation teaching system as claimed in claim 1, characterized in that: The first simulated operation is initiated by the instructor in class. After the class is over and with the instructor's authorization, students can independently start the simulated operation multiple times.

5. The role-playing simulation teaching system as claimed in claim 1, characterized in that: The parameters include: capital, labor, reputation, speed, quality, core technology, interpersonal relationships, users, and supply chain.

6. A role-playing simulation teaching method, characterized in that: Based on the role-playing simulation teaching system according to any one of claims 1 to 5, the method comprises: At the beginning of the course, the instructor explained the training content, and then the instructor started the simulation operation; According to the instructor's training content, students create companies, select roles, set development goals, and simulate operations of activities and events; During the training, the simulation operation of events and activities is started and paused by the instructor, and the simulation is completed in coordination with the course learning; After each activity simulation, the parameter changes of each student are calculated independently, and after each event simulation, the parameter changes of all students are calculated comprehensively; After the course, each student gets his or her own parameters.

7. The role-playing simulation teaching method according to claim 6, characterized in that: The simulation operation mode is divided into single-person decision-making mode and team cooperation mode; In the single-person decision-making mode, each student represents a company. After the simulation operation is completed, each student obtains the parameter changes of their own company; In the team cooperation mode, one student represents the general manager and the other students represent their respective departments. During the simulated operation, the decisions of the other students are submitted to the general manager, who then submits the final decision based on the decisions of each department. Alternatively, the students discuss on-site and jointly make the final decision. After the simulated operation, the general manager obtains the parameter changes of the company and the other students obtain the parameter changes of their respective departments.

8. The role-playing simulation teaching method as claimed in claim 6, characterized in that: In the teamwork mode, after the activity simulation operation, the parameter values ​​of this department and other related departments will be affected.

9. The role-playing simulation teaching method as claimed in claim 8, characterized in that: The lecturer's teaching content and the students' simulated operations are interspersed. The lecturer first teaches, and then triggers the corresponding activity simulation operation or event simulation operation based on the content of the lecture to obtain the effect of the current lecture in a timely manner.

10. The role-playing simulation teaching method according to claim 6, characterized in that: The entire training involved several different types of events; There is one event of each type, which is presented to the participants in a fixed order; or there are multiple events of each type, and one of them is randomly called during the simulation; Alternatively, during the first event simulation, an event is specified or randomly generated, and then during the next round of event simulation, a corresponding event is automatically generated according to the parameter changes of the previous round.

Images