Quality-oriented subject teaching ecological chain knowledge graph construction method

Abstract

The invention discloses a literacy-oriented subject teaching ecological chain knowledge graph construction method, which constructs a subject knowledge graph from top to bottom, and comprises the following steps: S1, firstly, specialists and scholars detailedly define a subject knowledge layer, a skill layer and a literacy layer, and define classes and class hierarchical structures, attributes and attribute relationships, a database is formed through ontology modeling, and a unified standard is provided for follow-up construction of a subject teaching knowledge graph; s2, secondly, changing the multi-source heterogeneous data into structured data through knowledge extraction and knowledge fusion technologies; and S3, finally, on the basis of the subject core accomplishment, constructing a subject'knowledge-skill-accomplishment 'fusion knowledge graph. According to the method, knowledge accumulation is a basis and a starting point, and support is provided for skill formation and accomplishment improvement; the skill formation is the application and practice of knowledge and is an important mark for improving the individual ability; the improvement of accomplishment is the fusion and sublimation of knowledge and skills, and is the result of the comprehensive development of individuals.

Description

Technical Field

[0001] The present invention relates to the technical field of educational technology, and specifically to a method for constructing a knowledge graph of a subject teaching ecosystem under the guidance of literacy. Background Art

[0002] In the field of education, knowledge graph is an important tool that can help students better understand the relationship between subject knowledge, skills and literacy. Knowledge graph is realized by structuring the relationship between knowledge, skills and literacy. It can help students better understand and master subject knowledge, improve skills and cultivate literacy. At the same time, knowledge graph can also help teachers better design and implement teaching plans and improve teaching effectiveness.

[0003] Solutions of existing technologies: Existing knowledge graphs are mainly based on knowledge expression. This type of knowledge graph focuses on the relationship between knowledge points and ignores the relationship between knowledge, skills and literacy. In this type of knowledge graph, the relationship between knowledge points is described by the association relationship between knowledge points. This description method is not enough for students to understand the relationship between subject knowledge, skills and literacy.

[0004] There are some problems with existing knowledge graphs in helping students understand the relationship between subject knowledge, skills, and literacy. First, existing knowledge graphs are mainly based on knowledge expression knowledge graphs, which ignore the relationship between knowledge, skills, and literacy. Therefore, it is difficult for students to understand the relationship between subject knowledge, skills, and literacy through this knowledge graph. Secondly, existing knowledge graphs are usually static and cannot dynamically reflect the dynamic changes of students' knowledge, skills, and literacy. Therefore, it is difficult for students to understand their own progress and shortcomings through this knowledge graph. Finally, existing knowledge graphs are usually based on textbooks, which cannot meet the needs of different students. Therefore, it is difficult for students to obtain personalized learning experience through this knowledge graph. Summary of the invention

[0005] The purpose of the present invention is to provide a method for constructing a knowledge graph of a subject teaching ecosystem under the guidance of literacy, which solves the following technical problems:

[0006] 1. It solves the problem that the existing knowledge graph ignores the relationship between knowledge, skills and literacy.

[0007] 2. Solved the static problem of existing knowledge graphs.

[0008] 3. It solves the problem that the existing knowledge graph cannot meet the needs of different students.

[0009] 4. It solves the problem that existing knowledge graphs are difficult to help students understand practical operation skills.

[0010] 5. It solves the problem that existing knowledge graphs are difficult to cultivate students' comprehensive qualities.

[0011] To achieve the above object, the present invention provides the following technical solutions:

[0012] A method for constructing a knowledge graph of a subject teaching ecological chain under the orientation of literacy, which constructs a subject knowledge graph from top to bottom, including the following steps:

[0013] S1. First, experts and scholars will make a detailed definition of the subject knowledge layer, skill layer, and literacy layer, and define the classes and class hierarchical structures, attributes, and attribute relationships, and use ontology modeling to form a database to provide a unified standard for the subsequent construction of subject teaching knowledge graphs;

[0014] S2. Secondly, multi-source heterogeneous data is transformed into structured data through knowledge extraction and knowledge fusion technology;

[0015] S3. Finally, based on the core competencies of the subject, construct a knowledge graph integrating “knowledge-skills-competencies” of the subject.

[0016] Preferably, the knowledge layer is based on subject textbooks and supplemented by teaching resources, which have multimodal properties and include learning resources in various forms such as text and video.

[0017] The skill layer is centered on the practical skills required by the subject. Through a series of practical activities, learners can practice their skills in interaction and improve their practical operation ability.

[0018] The literacy layer is closely centered around the requirements of the new curriculum standards, guided by the core literacy of the new curriculum standards, establishes effective links between core literacy and other entities, and relies on various subject-related practical projects to cultivate learners' comprehensive literacy and help their all-round development.

[0019] Preferably, in the knowledge layer, subject knowledge is the node of the knowledge layer map, describing subject knowledge elements and their mutual connections, wherein the knowledge element is the smallest information carrier in the subject knowledge system, and by refining and integrating these related knowledge and their corresponding resources, the mutual relationships between subject knowledge and their positions in the entire subject structure system are depicted, thereby forming subject knowledge mutual relationships and a structural system.

[0020] Preferably, the skill layer formally describes the stable action mode or intellectual activity mode formed by students through practice after learning the knowledge content. Skills can be divided into three categories: action skills, mental skills and proficient skills.

[0021] Motor skills mainly involve body movement and operation, such as: experimental operation;

[0022] Mental skills involve more cognitive activities, such as logical reasoning;

[0023] Skilled skills are the automated and efficient ways of operation or thinking that students gradually develop in the long-term process of learning and practice, such as mental arithmetic.

[0024] Preferably, the literacy layer is the third layer of the learning map, which maps the core literacy areas of students' subjects and is the most fundamental and commanding part of the entire knowledge map. The literacy layer aims to reflect the development of students' core literacy. The foundation of the literacy framework lies in the dual support of a solid knowledge foundation and a skill system, which transcends the boundaries of a single subject.

[0025] The refinement of subject core competencies follows three core principles: first, accurately mapping the essence of the subject and the values ​​​​of education; second, clearly defining the connotation; and third, emphasizing its dual role in promoting students' individual growth and social development.

[0026] Preferably, the knowledge layer is the most basic part of the subject knowledge map. Its core is to build a knowledge network around a specific subject topic, intuitively display the overall structure of all knowledge, including the logical order between knowledge points, the inclusion level and other relationships, and provide precise corresponding support for the formation of the skill layer and the literacy layer.

[0027] Preferably, the skill layer is closely linked to the knowledge layer. The formation and development of skills cannot be separated from the support and guidance of knowledge. The series of processes of students learning new knowledge, building a knowledge system, and forming skills are visualized. In addition, relevant activity elements are combined to support skill acquisition. Activity elements refer to various activities and tasks that can promote the formation and development of students' skills in the learning process. By designing targeted activity elements, a clear direction is provided for literacy-oriented teaching.

[0028] Preferably, the literacy layer knowledge graph emphasizes students' interdisciplinary integration ability, critical thinking ability, innovation ability, lifelong learning attitude and social responsibility, reflecting the subjectivity, scientificity, education and humanity.

[0029] Preferably, the construction and maintenance process of the knowledge graph also includes knowledge updating.

[0030] Compared with the prior art, the present invention has the following beneficial effects:

[0031] 1. The knowledge graph proposed in this technical solution not only focuses on the relationship between knowledge points, but also pays attention to the relationship between knowledge, skills and literacy. Through the structured method of the knowledge graph, it helps students better understand the relationship between subject knowledge, skills and literacy, and improves learning efficiency and effectiveness.

[0032] 2. The knowledge graph of this technical solution is dynamic and can reflect the dynamic changes of students' knowledge, skills and literacy in real time, help students understand their progress and shortcomings, adjust learning strategies and methods in time, and achieve personalized learning.

[0033] 3. The knowledge graph of this technical solution is based on the core competencies of the new curriculum standards and relies on various subject-related practical projects to cultivate learners' comprehensive competencies, help their all-round development, meet the needs of different students, and provide personalized learning experience.

[0034] 4. The knowledge graph of this technical solution can not only help students better understand and master subject knowledge, improve their skills, and cultivate their literacy, but also help teachers better design and implement teaching plans, improve teaching effectiveness, and achieve optimal allocation of educational resources.

[0035] 5. The knowledge graph construction method of this technical solution is simple and easy. It can quickly construct a knowledge graph that meets the requirements according to different disciplines and educational needs, and has broad application prospects. BRIEF DESCRIPTION OF THE DRAWINGS

[0036] Figure 1 The overall schematic diagram of the present invention is

[0037] Figure 2 The ecological chain of subject teaching under the orientation of literacy;

[0038] Figure 3 Construction of subject knowledge graph model under the orientation of literacy;

[0039] Figure 4 The structural model of subject knowledge graph under the orientation of literacy;

[0040] Figure 5 Update the schematic diagram for the knowledge graph;

[0041] Figure 6 An example of a knowledge graph for information technology subjects in junior high schools. DETAILED DESCRIPTION

[0042] The following will be combined with the drawings in the embodiments of the present invention to clearly and completely describe the technical solutions in the embodiments of the present invention. Obviously, the implementation regulations described 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 are within the scope of protection of the present invention.

[0043] The ecological chain of subject teaching under the orientation of literacy

[0044] The ecological chain, as a vivid embodiment of the complex relationship between organisms and their living environment and between organisms in nature, has constructed a highly integrated and inseparable natural system through precise material circulation, energy flow and information exchange, profoundly revealing the profound interdependence and mutual influence among the components within the system, as well as the importance of maintaining the overall dynamic balance. Subject teaching activities, as a key process for human knowledge inheritance and skill cultivation, also show multi-dimensional and all-round characteristics. It is not isolated from a single link, but is composed of multiple closely connected and interacting links that together constitute a subject teaching ecological chain.

[0045] The core issues of education focus on "how to train people" and "for whom to train people", which essentially touches on the issue of educating people through subject courses. In short, it is about how to implement the Party's education policy in subject teaching and effectively achieve the fundamental task of education, "establishing morality and cultivating people". The emergence of subject core literacy is a profound response to this core issue, which clarifies the value orientation of subject education in the process of educating people. Therefore, subject core literacy is a guide for effective teaching activities and the orientation and core of the construction of the teaching ecological chain. Therefore, meeting the value pursuit of the development of subject core literacy is the overall goal of the current direction of the subject teaching ecological chain. Subject core literacy, as a deepening and sublimation of the "three-dimensional goal", is a complex abstract concept. In other words, the overall goal of the subject teaching ecological chain under the guidance of core literacy development should be effectively decomposed into various components to form a series of sub-goal systems. Among them, the first dimension goal - knowledge and skills, focuses on the core knowledge reserves and basic skills necessary for human survival and development; the second dimension goal - process and method, where "process" emphasizes the interactive learning environment and communication experience, and "method" refers to the basic learning method and lifestyle; the third dimension goal - emotional attitude and values, refers to the unity of learning interest, learning attitude, life attitude, and personal value and social value. Figure 1 .

[0046] This invention cites the Triple Helix Theory, especially focusing on the three core elements of "knowledge", "skills" and "literacy", to explore how they are intertwined and co-evolved in the modern education ecosystem. The coupling of knowledge, skills and literacy forms a subject teaching ecological chain, and promotes each other through "resources-activities-projects" to realize the subject teaching ecological chain. While working together, the "knowledge-skills-literacy" parties maintain their unique individual characteristics, and each forms a feedback loop internally. Ultimately, through their own plate activities and mutual symbiosis, the subject teaching ecological chain spirals upward, providing a strong theoretical basis for subject teaching, such as Figure 2 shown.

[0047] As a comprehensive reflection of multiple dimensions such as knowledge and skills, processes and methods, emotions, attitudes and values, the core literacy of a subject reflects the educational goals that the subject aims to achieve, the educational philosophy it upholds, and its profound impact on the all-round development of students. It is a concentrated display of the essence of subject education and its educational function. However, many teachers have a vague understanding of core literacy in actual teaching, and often only stay on the surface, and it is difficult to grasp its essence in depth, which makes them feel at a loss and difficult to deal with when facing specific teaching problems and challenges. If the educational philosophy of the development of core literacy of the subject cannot be effectively implemented, the actual needs of current education and teaching cannot be effectively met. Therefore, there is an urgent need for a structured and visual representation method to make the core literacy of the subject concrete, perceptible and easy to implement. To this end, this paper innovatively proposes the use of knowledge graphs to make the core literacy of the subject truly "at your fingertips". By constructing a detailed and systematic subject knowledge graph, it can not only clearly display the constituent elements of the core literacy of the subject and their internal connections, but also provide accurate navigation and strong support for teachers' teaching, so that the implementation of the core literacy of the subject can be based on evidence and have a way to follow.

[0048] The core literacy of the subject is a comprehensive integration of the "three-dimensional goals". This knowledge map is based on "knowledge", centered on "skills", and constructed with "literacy" as the goal. The process and methods run through the entire teaching activity and will be presented in the map in the form of "resources-activities-projects". As implicit elements, emotions, attitudes and values ​​continue to run through the first two explicit goals. They are intrinsic and non-intuitive and cannot be reflected immediately and directly in the map. In the entire teaching process, the three must be integrated, inseparable, interdependent, and closely linked to form the core literacy of the subject. This knowledge map aims to strengthen the professionalism and pertinence of subject teaching, focus on the formation of core literacy of the subject, help strengthen the coherence and effectiveness of the ecological chain of subject teaching, provide solid and powerful teaching support and guidance for front-line teachers, effectively solve the problems in teaching practice, and truly implement the core literacy of the subject in every class and every teaching link, becoming a key path to promote the implementation of core literacy education goals and help students develop and grow in an all-round way.

[0049] Step 1: Build a multimodal learning resource library. Based on the content of mathematics textbooks, combine various forms of learning resources such as text and video to build a multimodal learning resource library. For example, for the geometry part, you can provide the original textbook, dynamic demonstration videos of geometric figures, and proof animations of geometric theorems.

[0050] Step 2: Design practical activities. Based on the practical skills required for mathematics, design a series of practical activities, such as group discussions and experimental operations, so that learners can practice their skills and improve their practical operation ability in the interaction. For example, you can design a group discussion activity to let students discuss the properties of geometric figures in groups and verify the discussion results through experimental operations.

[0051] Step 3: Develop a literacy framework. According to the requirements of the new curriculum standards, develop a core literacy framework for mathematics and effectively associate core literacy with other entities. For example, core literacy such as logical reasoning ability and spatial imagination ability can be associated with other knowledge points to form a complete knowledge network.

[0052] Step 4: Build a knowledge graph. Build a knowledge network around a specific mathematical topic, such as geometry, to intuitively display the overall structure of all knowledge, including the logical order and inclusion hierarchy between knowledge points. For example, you can build a geometry knowledge graph to connect knowledge points such as the definition, properties, and theorems of geometric figures to form a complete knowledge system.

[0053] Step 5: Dynamically update the knowledge graph. The knowledge graph can dynamically reflect the dynamic changes in students' knowledge, skills, and literacy, thereby helping students understand their progress and shortcomings. For example, the knowledge graph can be dynamically adjusted through students' learning feedback and test scores to make it more in line with students' actual levels.

[0054] Step 6: Provide personalized learning experience. Provide personalized learning experience according to the learning situation of different students. For example, by adjusting and optimizing the knowledge graph and designing targeted activity elements, tailored learning plans can be provided for different students. After completing the above steps, a knowledge graph of the subject teaching ecosystem based on the core literacy of the subject can be constructed to help students better understand and master subject knowledge and improve their comprehensive literacy.

[0055] Specific implementation steps

[0056] Method for constructing a knowledge graph model of subject teaching under the orientation of literacy (I) Structure and construction of knowledge graph of subject teaching under the orientation of literacy

[0057] 1. Knowledge graph structure model of subject teaching under literacy orientation

[0058] There are two ways to construct knowledge graphs: top-down and bottom-up. The former is suitable for professional fields, while the latter is suitable for public fields. Subject knowledge graphs generally adopt a top-down construction method.

[0059] First, experts and scholars will make a detailed definition of the subject knowledge layer, skill layer, and literacy layer, and define classes and class hierarchies, attributes, and attribute relationships. Use ontology modeling to form a database to provide a unified standard for the subsequent construction of subject teaching knowledge graphs.

[0060] Secondly, multi-source heterogeneous data is transformed into structured data through technologies such as knowledge extraction and knowledge fusion. This study targets the core literacy of the discipline and constructs a disciplinary "knowledge-skill-literacy" integrated knowledge graph.

[0061] The knowledge layer is based on subject textbooks and supplemented by teaching resources. The resources have multimodal properties and include learning resources in various forms such as texts and videos. That is, it is closely integrated with textbooks, but not limited to textbooks. It can be appropriately expanded and deepened according to actual conditions to meet the needs of different learners.

[0062] The skill layer focuses on the practical skills required for the subject. Through a series of practical activities, such as group exchanges, learners can exercise their skills in interaction and improve their practical operation capabilities.

[0063] The literacy layer closely revolves around the requirements of the new curriculum standards, takes the core literacy of the new curriculum standards as a guide, establishes effective links between the core literacy and other entities, and relies on various subject-related practical projects to cultivate learners' comprehensive literacy and help their all-round development.

[0064] The accumulation of knowledge is the foundation and starting point, providing support for the formation of skills and the improvement of literacy; the formation of skills is the application and practice of knowledge, and is an important sign of the improvement of individual capabilities; the improvement of literacy is the integration and sublimation of knowledge and skills, and is the result of the comprehensive development of individuals. Based on this, the knowledge graph that focuses on knowledge expression will be turned to a knowledge graph that focuses on the three dimensions of knowledge, skills, and literacy, presenting learning content in a rich media sequence, helping students form a knowledge system, a skill system, and a literacy system, making the core literacy of the subject concrete, breaking down teaching barriers, and strengthening the discipline teaching ecosystem.

[0065] (1) Knowledge layer

[0066] Subject knowledge is the node of the knowledge layer map, describing subject knowledge elements and their mutual connections. Among them, knowledge elements are the smallest information carriers in the subject knowledge system. By refining and integrating these related knowledge and their corresponding resources, we can clearly depict the mutual relationships between subject knowledge and their positions in the entire subject structure system, thus forming the mutual relationships and structural system of subject knowledge. This layer is the most basic part of the subject knowledge map. Its core is to build a knowledge network around a specific subject topic, intuitively display the overall structure of all knowledge, including the logical order and inclusion level between knowledge points, and provide precise corresponding support for the formation of the skill layer and literacy layer.

[0067] (2) Skill level

[0068] The skill layer formally describes the stable action mode or intellectual activity mode formed by students through practice after learning knowledge content. Skills can be divided into three categories: action skills, mental skills and proficient skills. Action skills mainly involve physical movement and operation, such as experimental operation. Mental skills are more related to cognitive activities, such as logical reasoning. Proficient skills are the automated and efficient operation or thinking methods that students gradually form in the long-term learning and practice process, such as mental arithmetic. The skill layer is closely linked to the knowledge layer, and the formation and development of skills cannot be separated from the support and guidance of knowledge. Visualize the series of processes of students learning new knowledge, building a knowledge system, and forming skills. In addition, combine relevant activities to support skill acquisition. Activity elements refer to various activities and tasks that can promote the formation and development of students' skills in the learning process. By designing targeted activity elements, a clear direction is provided for literacy-oriented teaching.

[0069] (3) Literacy

[0070] The literacy layer is the third layer of the learning map, mapping the core literacy areas of students' subjects, and is the most fundamental and commanding part of the entire knowledge map. The literacy layer aims to reflect the development of students' core literacy. The foundation of the construction of the literacy framework lies in the dual support of a solid knowledge foundation and a skill system, which transcends the boundaries of a single subject. The refinement of the core literacy of the subject follows three core principles: one is to accurately map the essence of the subject and the value carried by education; the second is to clearly define the connotation; and the third is to emphasize its dual role in promoting students' individual growth and social development. This layer of the knowledge map emphasizes students' interdisciplinary integration ability, critical thinking ability, innovation ability, lifelong learning attitude, and social responsibility, etc., reflecting the subject, science, education and humanity. Figure 4 shown.

[0071] 2. Design and construction of subject teaching knowledge graph ontology under the orientation of literacy

[0072] like Figure 3 As shown in the figure, there are two methods for ontology construction, namely manual construction and machine learning algorithm-assisted construction. The former requires discussion with experts in the professional field, while the latter requires semi-automatic or automatic construction with the assistance of algorithms. This study manually constructs the subject knowledge graph ontology. In addition, the knowledge graph is constructed with reference to the seven-step construction idea. Specifically, it includes determining the construction goals and scope, determining the core concept set, establishing the concept hierarchy structure, and determining the concept attributes.

[0073] (1) Determine the ontology concept

[0074] Concept is the description of knowledge classification. This study uses the structured data in textbooks and new curriculum standards as the basis for the construction of this study's ontology. At the same time, combined with network data such as multimodal learning resources, instances with the same characteristics are abstracted into a concept. This ontology construction is divided into three layers: knowledge layer, skill layer, and literacy layer. Subject ontology is an interwoven knowledge relationship, which is mainly summarized into three types of relationships: inclusion, parallelism, and sequence. Among them, inclusion relationship refers to the subordinate relationship between different levels, such as: courses contain chapters, chapters contain knowledge points; parallel relationship means that there is no order relationship between entities at the same level; sequential relationship refers to the order between "entities" at the same level; mutual relationship means that there is a relationship of mutual connection or mutual influence between two "entities". Under the guidance of experts in relevant subject areas, based on curriculum standards, the literacy layer is determined to take the core literacy of the subject as the concept data set. At the same time, the core concept system of the knowledge layer and skill layer is determined by referring to textbooks and multimodal data. For example, the core concepts of information technology disciplines in junior high school can be sorted out and summarized into six parts: data, algorithms, networks, information processing, information security, and artificial intelligence.

[0075] (2) Establishing a conceptual hierarchy

[0076] According to expert advice and disciplinary characteristics, this study presents two directed relationships of disciplinary concepts in the conceptual hierarchical structure of disciplinary ontology. The first relationship is the subset relationship. This relationship starts from the perspective of teaching courses and chapters, closely fits the chapter structure of the textbook content, and systematically divides and classifies the various concepts in the discipline. In the construction of the subset relationship, we first start from the macroscopic course structure and regard the entire discipline as a general set, and each course is a subset of this general set. Then, each course is further divided into several chapters, and each chapter is further divided into smaller knowledge points or concept units. The hierarchical division from courses to chapters and then to specific knowledge points not only follows the natural organizational logic of the textbook, but also facilitates learners to master disciplinary knowledge step by step. Through the clear definition of the subset relationship, we can clearly see the belonging relationship between various knowledge points, thereby establishing an overall understanding of the disciplinary knowledge system. The second relationship is the concept relationship. From the perspective of knowledge structure, concepts are divided into three main relationships: sequential, parallel, and inclusive. The sequential relationship emphasizes the relationship between concepts in time, logic or development order. By combing through the sequential relationship, we can clearly see the development context and evolution process of subject knowledge, so as to better grasp its internal laws and development trends. Parallel relationship refers to the relationship between concepts that are independent of each other, not inclusive of each other, but interrelated at the same level. These concepts may play different roles in the same knowledge field, but together they constitute the basic framework of the field. The clarification of parallel relationship helps to further grasp the overall picture of the entire knowledge field on the basis of understanding a single concept. The inclusion relationship reflects the hierarchy between concepts or the relationship between inclusion and being included.

[0077] (3) Determine the concept attributes

[0078] Concept attributes are key factors that reveal their essential characteristics and intrinsic meanings, and usually refer to data attributes and object attributes of concept hierarchical relationships. Data attributes are attributes contained in concept classes. In knowledge ontology, the attributes of knowledge elements include difficulty, knowledge description, learning stage, and learning objectives. Among them, the difficulty level is divided into six levels: very difficult, relatively difficult, generally easy, easy, relatively easy, and extremely easy. Through the division of difficulty, students' learning starting points can be more accurately located to ensure the appropriateness of teaching content and the accessibility of teaching objectives. Knowledge description is mainly based on textbooks to ensure the authority and accuracy of knowledge content; learning stages refer to subject curriculum standards; learning objectives are divided into memory, understanding, application, analysis, evaluation, and creation based on Bloom's cognitive taxonomy. Object attributes refer to the characteristics, properties, and relationships between entities of the knowledge entity itself. Through sorting and analysis, it can be concluded that there are two types of special relationships and common relationships between the nodes of knowledge, skills, and literacy. Common relationships that play an important role in teaching include: synonymous relationships, brother relationships, predecessor and successor relationships, inclusion relationships, and oppositional relationships. Synonymous relationships refer to two or more concepts that are very close or identical in meaning; brothers refer to concepts that are parallel to each other at the same level; predecessors and successors reflect the logical order of knowledge, skills or literacy; inclusion means that a concept contains another or more concepts in content; opposition means that two concepts are mutually exclusive in meaning or nature. Special relationships include causality, transformation and correlation. Causality reveals that one event (or concept) is the cause or result of another event (or concept); transformation describes the process of a concept or knowledge entity being transformed into another concept or entity under certain conditions. Correlation means that although there is no direct causal or inclusion relationship between two or more concepts, there is a close connection in practical applications or theoretical systems.

[0079] 2. Updating the subject knowledge map under the guidance of literacy

[0080] like Figure 5 As shown in the figure, in the process of knowledge graph construction and maintenance, knowledge updating is a crucial link, which ensures that the knowledge graph can change with the teaching information, so that the content it presents follows the development law of the education field. There are usually two ways to update the data of the knowledge graph: full update and incremental update. Full update is performed in a periodic manner, and the entire knowledge graph is updated. Incremental update refers to a small-scale update of part of the data based on the existing data. Both can update the knowledge graph by updating the model layer and the data layer. The three basic principles of updating the subject knowledge graph under the guidance of literacy are: first, to ensure that the core literacy of the subject is always taken as the development goal; second, the graph must conform to the law of education and teaching development to ensure the practicality of the graph; third, to actively promote the healthy development of the subject teaching ecological chain. Specific embodiments

[0082] This study takes information technology as an example and uses Python and Neo4j to build and store the knowledge graph of information technology. The knowledge graph of information technology is constructed by using the py2neo third-party library under Python to read data, create node sets, create relationship sets, and import relationships. The constructed subject ontology is saved in CSV file format, and the data is imported into the Neo4j graph database using Python's py2neo third-party library, and Neo4j is used to store and display the knowledge graph.

[0083] The construction of the knowledge graph of the subject teaching ecosystem under the orientation of literacy should be based on the entire subject teaching, and the "entity-relationship-entity" triple extraction effect is the best. In view of its complexity and hugeness, this example selects one of the representative fragments for in-depth display. Take the first chapter of the textbook "Junior Middle School Information Technology Grade 7 Volume 1" as an example. First, according to the course content outline and textbooks, the concepts are determined, and the knowledge layer extracts the chapter concept "Internet", the knowledge point concept "Internet concept and application" and its sub-concepts "Internet concept, Internet application", etc.; each knowledge point concept corresponds to the corresponding learning resources. For example: extended reading, learning tools, etc. corresponding to the knowledge point. Secondly, the skill layer uses the skills formed by students after learning the knowledge content and practicing as nodes, such as: network security skills, etc. In addition, each skill is supported by specific activities. Finally, according to the four core literacy of information technology clearly defined in the "Compulsory Education Information Technology Curriculum Standards (2022 Edition)", namely: information awareness, computational thinking, digital learning and innovation, and information society responsibility, these key elements are constructed and presented as core nodes, and supported by projects.

[0084] The final example of the knowledge map of junior high school information technology subject under the guidance of literacy is as follows: Figure 6 As shown. In this diagram, different circular elements symbolize different entities, and the size difference of the circles intuitively reflects the position of the entity in the hierarchy. Specifically, the larger the circle, the higher the level of the entity it represents, and vice versa. In addition, the connection between the circles cleverly reveals the intricate relationship between the two entities they represent. The color of the circle is used to distinguish the category of the entity. The edges between the nodes represent the relationship status between each entity. The specific example of the knowledge graph shows the connection between information technology subject knowledge, skills and literacy, realizes the visualization of the subject teaching ecosystem, promotes the deep integration of theory and practice, and provides strong support for the concretization and operability of the subject core literacy.

[0085] Although the present invention has been described in detail with reference to the aforementioned embodiments, it is still possible for those skilled in the art to modify the technical solutions described in the aforementioned embodiments, or to make equivalent substitutions for some of the technical features therein. Any modifications, equivalent substitutions, improvements, etc. made within the spirit and principles of the present invention should be included in the protection scope of the present invention.

Claims

1. A method for constructing a knowledge graph of the subject teaching ecological chain under the orientation of literacy, which constructs a subject knowledge graph from top to bottom, including the following steps: S1. First, experts and scholars will make a detailed definition of the subject knowledge layer, skill layer, and literacy layer, and define the classes and class hierarchical structures, attributes, and attribute relationships, and use ontology modeling to form a database to provide a unified standard for the subsequent construction of subject teaching knowledge graphs; S2. Secondly, multi-source heterogeneous data is transformed into structured data through knowledge extraction and knowledge fusion technology; S3. Finally, based on the core competencies of the subject, construct a knowledge graph integrating "knowledge-skills-competencies" of the subject.

2. According to a method for constructing a knowledge graph of a subject teaching ecological chain under the guidance of quality according to claim 1, it is characterized by: The knowledge layer is based on subject textbooks and supplemented by teaching resources. The resources have multimodal attributes and include learning resources in the form of text and video. The skill layer is centered on the practical skills required by the subject. Through a series of practical activities, learners can practice their skills in interaction and improve their practical operation ability. The literacy layer is closely centered around the requirements of the new curriculum standards, guided by the core literacy of the new curriculum standards, establishes effective links between core literacy and other entities, and relies on various subject-related practical projects to cultivate learners' comprehensive literacy and help their all-round development.

3. According to a method for constructing a knowledge graph of a subject teaching ecological chain under the quality orientation of claim 1 or 2, it is characterized by: In the knowledge layer, subject knowledge is the node of the knowledge layer map, which describes subject knowledge elements and their mutual connections. Among them, knowledge elements are the smallest information carriers in the subject knowledge system. By refining and integrating these related knowledge and their corresponding resources, the mutual relationships between subject knowledge and their positions in the entire subject structure system are depicted, thus forming the mutual relationships and structural system of subject knowledge.

4. The method for constructing a knowledge graph of a subject teaching ecological chain under the quality orientation according to claim 1 or 2, characterized in that: The skill level formally describes the stable action mode or intellectual activity mode formed by students through practice after learning the knowledge content. Skills can be divided into three categories: action skills, mental skills and proficient skills. Motor skills mainly involve body movement and operation, such as: experimental operation; Mental skills involve more cognitive activities, such as logical reasoning; Skilled skills are the automated and efficient ways of operation or thinking that students gradually develop in the long-term process of learning and practice, such as mental arithmetic.

5. The method for constructing a knowledge graph of a subject teaching ecological chain under the quality orientation according to claim 1 or 2, characterized in that: The literacy layer is the third layer of the learning map, mapping the core literacy areas of students’ subjects. It is the most fundamental and commanding part of the entire knowledge map. The literacy layer aims to reflect the development of students’ core literacy. The foundation of the literacy framework lies in the dual support of a solid knowledge foundation and a skill system, which transcends the boundaries of a single subject. The refinement of subject core competencies follows three core principles: first, accurately mapping the essence of the subject and the values ​​​​of education; second, clearly defining the connotation; and third, emphasizing its dual role in promoting students' individual growth and social development.

6. The method for constructing a knowledge graph of a subject teaching ecological chain under the quality orientation according to claim 3 is characterized by: The knowledge layer is the most basic part of the subject knowledge map. Its core is to build a knowledge network around a specific subject topic and intuitively display the overall structure of all knowledge, including the logical order and inclusion levels between knowledge points, providing precise support for the formation of the skill layer and the literacy layer.

7. The method for constructing a knowledge graph of a subject teaching ecological chain under the quality orientation according to claim 4 is characterized by: The skill layer is closely linked to the knowledge layer. The formation and development of skills cannot be separated from the support and guidance of knowledge. The process of students learning new knowledge, building a knowledge system, and forming skills is visualized. In addition, relevant activity elements are combined to support skill acquisition. Activity elements refer to various activities and tasks that can promote the formation and development of students' skills in the learning process. By designing targeted activity elements, a clear direction is provided for literacy-oriented teaching.

8. The method for constructing a knowledge graph of a subject teaching ecological chain under the quality orientation according to claim 5 is characterized by: The literacy-level knowledge map emphasizes students' interdisciplinary integration ability, critical thinking ability, innovation ability, lifelong learning attitude and social responsibility, reflecting the subjectivity, scientificity, education and humanity.

9. The method for constructing a knowledge graph of a subject teaching ecological chain under the quality orientation according to claim 1 is characterized by: The construction and maintenance process of the knowledge graph also includes knowledge updating.

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