Children learning assisting method and system
By dynamically adjusting the learning duration threshold, generating review plans and study notes, the problem that traditional equipment cannot automatically trigger rest reminders and generate scientific review plans is solved, and efficient and personalized children's learning assistance effects are achieved.
Patent Information
- Application Number
- CN202510320240.8
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- Filing Date
- 2025-03-18
- Publication Date
- 2025-06-17
AI Technical Summary
Traditional children's learning assistive equipment cannot automatically trigger rest reminders based on children's learning status and fatigue, resulting in long-term learning of children, resulting in vision loss and physical fatigue, affecting learning effect. At the same time, traditional equipment cannot generate scientific review plans for children, resulting in the forgetting of new knowledge.
Provide a children's learning assistance method and system, which can record the duration of children's learning, dynamically adjust the learning duration threshold, send reminders to children to interrupt learning, generate review plans and issue review reminders, generate study notes and guide questions.
Effectively stimulate children's interest in learning, improve learning results, cultivate good learning habits, and improve learning efficiency and personalized experience by actively providing targeted learning suggestions and emotional care.
Smart Images
Figure CN120163689A_ABST
Abstract
Description
Technical Field
[0001] The present invention relates to the technical field of children's education, and more particularly to a children's learning assistance method and system. Background Art
[0002] Children's learning assistance devices are used to accompany, remind, guide, answer questions, etc. during the learning process of children, thereby improving the learning efficiency and interest of children. Traditional children's learning assistance devices mostly adopt a one-way instruction response mechanism, and their functions are limited to basic question answering and simple instruction execution, lacking the ability to actively intervene in the learning process. For example, in a long reading scenario, traditional devices cannot automatically trigger a rest reminder according to the fatigue state of children; long-term continuous reading may not only cause a decline in children's vision, but also lead to physical fatigue, thereby affecting the learning effect. In addition, when children ask questions, traditional devices often only provide a one-time explanation and fail to plan a scientific review plan for children in combination with memory laws; this one-time explanation method is likely to cause children to quickly forget after learning new knowledge and unable to form long-term memories. Summary of the Invention
[0003] The purpose of the present invention is to provide a children's learning assistance method and system, which can actively provide targeted learning suggestions, emotional care and behavior guidance according to the learning status, interest preferences and learning progress of children, so as to better stimulate children's learning interest, improve the learning effect, and cultivate good learning habits.
[0004] Based on the above purpose, on the one hand, the present invention provides a children's learning assistance method, including:
[0005] After a child starts learning, record the learning duration of the child;
[0006] Determine the learning duration threshold of the child;
[0007] When the learning duration is greater than the learning duration threshold, send a reminder message to the child, and the reminder message is used to remind the child to interrupt learning.
[0008] Further, the learning duration threshold is set to be dynamically adjusted according to the historical learning duration of the child.
[0009] Further, the value range of the learning duration threshold is 25 minutes to 35 minutes.
[0010] Further, the reminder message includes a rest reminder and an activity suggestion, the rest reminder is used to remind the child to take a rest, and the activity suggestion is used to suggest the child to carry out an activity.
[0011] Further, it further includes:
[0012] When a child is learning new knowledge points, a review plan for the new knowledge points is generated according to the new knowledge points and the time for learning the new knowledge points;
[0013] A review reminder is sent according to the review plan.
[0014] Further, the review plan includes the new knowledge points to be reviewed and multiple review time points. Sending a review reminder according to the review plan specifically includes:
[0015] Obtain the current time;
[0016] When the current time reaches any one of the review time points in the review plan, extract the new knowledge points to be reviewed in the review plan and send a review reminder.
[0017] Further, it further includes:
[0018] After the child finishes learning, obtain the learning content of the child during the learning process and generate a learning note;
[0019] Determine guiding questions according to the learning content to ask the child and obtain the child's answers to the guiding questions;
[0020] Supplement the guiding questions and the child's answers to the guiding questions in the learning note to complete the learning note.
[0021] On the other hand, the present invention provides a child learning assistance system, including:
[0022] A recording module, configured to record the learning duration of the child after the child starts learning;
[0023] A determination module, configured to determine the learning duration threshold of the child;
[0024] An interruption reminder module, configured to send a reminder message to the child when the learning duration is greater than the learning duration threshold, and the reminder message is used to remind the child to interrupt learning.
[0025] Further, the learning duration threshold is set to be dynamically adjusted according to the historical learning duration of the child.
[0026] Further, the value range of the learning duration threshold is from 25 minutes to 35 minutes.
[0027] Further, the reminder message includes a rest reminder and activity suggestions. The rest reminder is used to remind the child to take a rest, and the activity suggestions are used to suggest activities for the child.
[0028] Further, it further includes:
[0029] The first generation module is used to generate a review plan for the new knowledge point according to the new knowledge point and the time of learning the new knowledge point when a child learns a new knowledge point;
[0030] The review reminder module is used to send a review reminder according to the review plan.
[0031] Furthermore, the review plan includes the new knowledge points to be reviewed and multiple review time points. Sending a review reminder according to the review plan specifically includes:
[0032] Obtain the current time;
[0033] When the current time reaches any one of the review time points in the review plan, extract the new knowledge points to be reviewed in the review plan and send a review reminder.
[0034] Furthermore, it further includes:
[0035] The second generation module is used to obtain the learning content of the child during the learning process and generate a learning note after the child completes learning;
[0036] The guiding module is used to determine guiding questions according to the learning content to ask the child and obtain the child's answers to the guiding questions;
[0037] The perfecting module is used to supplement the guiding questions and the child's answers to the guiding questions in the learning note to perfect the learning note.
[0038] The child learning assistance method and device of the present invention break through the limitations of the traditional interaction mode, upgrade the passive response interaction to an active care mode based on context awareness, and can actively provide targeted learning suggestions, emotional care and behavior guidance according to the child's learning status, interest preferences and learning progress, so as to provide an efficient, personalized and interactive learning experience for children, better stimulate children's learning interest, improve learning effects, and cultivate good learning habits. Description of the Drawings
[0039] Figure 1 It is a flowchart of the child learning assistance method according to an embodiment of the present invention;
[0040] Figure 2 It is a structural block diagram of the child learning assistance system according to an embodiment of the present invention. Detailed Embodiments
[0041] The following combines the drawings to give a preferred embodiment of the present invention and describes it in detail.
[0042] As Figure 1As shown, an embodiment of the present invention provides a children's learning assistance method, which includes the following steps S100 - S300:
[0043] S100: After a child starts learning, record the child's learning duration.
[0044] The children's learning assistance method of the embodiment of the present invention is applied to a children's learning assistance device. The children's learning assistance device can be any electronic device, including but not limited to a computer, a microcomputer, a tablet computer, a smart phone, a smart watch, etc. When a child starts learning, the child will send a start learning instruction to the children's learning assistance device. For example, it can be a voice instruction: "I want to start learning". After receiving the start learning instruction, the children's learning assistance device will record the start learning time, and then subtract the start learning time from the current time to obtain the learning duration.
[0045] S200: Determine the learning duration threshold of the child.
[0046] In some embodiments, the learning duration threshold of the child can be dynamically adjusted according to the child's historical learning duration. The value range of the learning duration threshold is 25 minutes to 35 minutes. For children whose attention is easily distracted (with a short historical learning duration), the learning duration threshold can take a smaller value, for example, a value within 25 - 30 minutes. For children who can maintain concentration for a long time (with a long historical learning duration), the learning duration threshold can take a larger value, for example, a value within 30 - 35 minutes.
[0047] In some embodiments, when used for the first time, the learning duration threshold can be set to an initial value. The initial value can be 30 minutes, or a value pre - input by the user (such as a parent), or a value determined by the children's learning assistance device according to the child's previous learning data (including the previous learning duration) pre - input by the user. Then the children's learning assistance device can obtain the child's historical learning duration, and then each time it is used, the children's learning assistance device can re - determine the learning duration threshold according to the child's historical learning duration. The method of re - determining the learning duration threshold according to the historical learning duration can be selected as needed. For example, take the average value of the recent several (such as three) learning durations. If the average value is between 25 minutes and 35 minutes, the learning duration threshold is set to the average value. If the average value is less than 25 minutes, the learning duration threshold is set to 25 minutes; or, use a preset algorithm (such as a machine learning algorithm) to predict the future learning duration according to the historical learning duration, and then set the learning duration threshold to the predicted learning duration; and so on.
[0048] S300: When the learning duration is greater than the learning duration threshold, send a reminder message to the child.
[0049] The reminder information is used to remind children to interrupt their learning for appropriate rest. The reminder information may include a rest reminder, which can be played in voice form. The content of the rest reminder can be, for example: "Kid, you have been studying for N (this value is the learning duration threshold) minutes. Remember to get up and move around!" This can gently interrupt the children's learning and remind them to take a break.
[0050] The reminder information can also include activity suggestions, which can also be played in voice form. The activity suggestions are used to suggest that children engage in activities for an appropriate amount of time. The types of activities include, but are not limited to, drinking water, stretching, eye exercises, etc. Different types of activities have different durations, thus guiding children to take beneficial breaks, helping them relieve fatigue and relax physically and mentally.
[0051] In some embodiments, the children's learning assistance method may further include the following steps S400 - S500:
[0052] S400: When children are learning new knowledge points, generate a review plan for the new knowledge points based on the new knowledge points and the time spent learning the new knowledge points.
[0053] During the learning process, children may encounter some problems they don't understand. Whenever they encounter a problem, they can ask the children's learning assistance device. The children's learning assistance device can answer the questions, and these questions and their answers are the new knowledge points. For example, when children are doing reading learning, there may be some unfamiliar idioms in the text. When they come across an idiom they don't understand, they can ask the children's learning assistance device: "What does this idiom mean?" The children's learning assistance device can answer this, and then take the idiom and its explanation as the new knowledge point, and the time of answering as the time for learning the new knowledge point.
[0054] It can be understood that although the above uses reading learning as an example, the learning of the present invention is not limited to reading learning, but can also be mathematics learning, foreign language learning, history learning, geography learning or any other suitable learning.
[0055] In some embodiments, the review plan includes the new knowledge points that need to be reviewed and multiple review time points. The review time points are used to remind children to review the new knowledge points that need to be reviewed when the review time point is reached. For example, the review plan can be generated based on the Ebbinghaus forgetting curve. Specifically, taking the time of learning the new knowledge point as the starting point, the review time points can be set as 1 / 3 / 7 / 21 days after the starting point, that is, starting from the starting point, review once on the 1 / 3 / 7 / 21st day after the starting point. Or, the review time points can also be generated based on other methods. For example, the importance and / or difficulty of the new knowledge points can be judged, and then the corresponding review time points can be determined according to the judgment results, so as to formulate the corresponding review plan.
[0056] S500: Sending a review reminder according to the review plan.
[0057] In some embodiments, a review reminder is issued according to a review plan, specifically including: obtaining the current time; when the current time reaches any review time point in the review plan, extracting the new knowledge points that need to be reviewed in the review plan, and issuing a review reminder. The review reminder can be played in voice form. For example, when the new knowledge point that needs to be reviewed is the idiom: "waiting for the rabbit by the tree stump", the review reminder can be: "Little friend, it's time to review the idiom "waiting for the rabbit by the tree stump"! The idiom "waiting for the rabbit by the tree stump" refers to the fluke mentality of hoping to succeed without hard work. Example: He waited for the rabbit by the tree stump all day, waiting for pie in the sky, but ended up accomplishing nothing."
[0058] In some embodiments, the children's learning assistance method may further include the following steps:
[0059] S600: After the child completes the learning, the learning content of the child during the learning process is obtained and a learning note is generated.
[0060] After the child finishes learning, he / she will send a learning completion instruction to the child learning assistive device, such as saying to the child learning assistive device: "I have finished learning". After receiving the learning completion instruction, the child learning assistive device can organize the learning content of the child during the learning process and generate learning notes. The learning notes may include the note title, note summary, question time, question content, answer content, rest time, activity content during the rest time, etc.
[0061] S700: Determine guiding questions according to the learning content, ask the children questions, and obtain the children's answers to the guiding questions.
[0062] In some embodiments, one or more guiding questions can be generated based on the learning content and asked to the child, and then the child's answers to the guiding questions can be obtained, so that the child can be guided to supplement his or her understanding and feelings about the learning content. Guiding questions can include emotional questions, comprehension questions, and association questions. For reading learning, the following are some examples of guiding questions:
[0063] Emotional:
[0064] “How do you feel about this story?”
[0065] “Does this story make you happy / sad / surprised? Why?”
[0066] “What’s your favorite part of the story? Why?”
[0067] Understanding Class:
[0068] "Can you retell this plot in your own words?"
[0069] "What problems did the protagonist in the story encounter? How did he solve them?"
[0070] "What lesson does this story teach us?"
[0071] Associative type:
[0072] "What does this story remind you of?"
[0073] "Do you have any similar experiences in your life?"
[0074] "Which story do you think this one is most similar to among the ones we learned before?"
[0075] In some embodiments, parents can pre - send the learning materials that children need to learn to the children's learning assistance device. The children's learning assistance device can understand the learning materials in advance and prepare guiding questions. In this way, after learning, the children can be guided according to the pre - prepared guiding questions.
[0076] To further enhance interactivity, the children's learning assistance device can perform sentiment analysis on the children's answers and provide dynamic feedback according to the sentiment tendency. For example:
[0077] If the child's answer has a positive sentiment, the device can reply: "I'm glad you like this story so much!";
[0078] If the child's answer shows confusion, the device can further explain or provide relevant resources.
[0079] S800: Supplement the guiding questions and the children's answers to the guiding questions in the learning notes to complete the learning notes.
[0080] By asking guiding questions to children, it can guide children to supplement their own understandings and feelings, thereby improving learning efficiency and interest. Supplementing these contents in the learning notes, the learning notes can be sent to parents later or be available for children or parents to consult, which is convenient for children to review the learning process and for parents to understand the children's learning situation.
[0081] For some guiding questions, children may give uncertain answers. For example, to the question: "What's your feeling about this story?", children may answer: "I don't have any feeling" or "I don't know either". Such uncertain answers can be not recorded in the learning notes. Therefore, before supplementing the learning notes, it can first judge the response degree of the children's answers to the guiding questions. When the response degree meets the preset requirements, it is supplemented to the learning notes, thus avoiding recording some useless information in the learning notes.
[0082] The children's learning assistance method according to the embodiments of the present invention breaks through the limitations of the traditional interaction mode, upgrades the passive response interaction to an active care mode based on context awareness, and can actively provide targeted learning suggestions, emotional care and behavior guidance according to the children's learning status, interest preferences and learning progress, so as to provide children with an efficient, personalized and interactive learning experience, better stimulate children's learning interest, improve learning effects, and cultivate good learning habits.
[0083] The embodiments of the present invention also provide a children's learning assistance system, which includes a recording module 10, a determination module 20 and an interruption reminder module 30. The recording module 10 is used to record the learning duration of children after they start learning; the determination module 20 is used to determine the learning duration threshold of children; the interruption reminder module 30 is used to send a reminder message to children when the learning duration is greater than the learning duration threshold, and the reminder message is used to remind children to interrupt learning.
[0084] In some embodiments, the learning duration threshold is set to be dynamically adjusted according to the historical learning duration of children. The value range of the learning duration threshold is 25 minutes to 35 minutes.
[0085] In some embodiments, the reminder message includes a rest reminder and an activity suggestion. The rest reminder is used to remind children to take a rest, and the activity suggestion is used to suggest children to do activities.
[0086] In some embodiments, the children's learning assistance system may further include a first generation module and a review reminder module. The first generation module is used to generate a review plan for the new knowledge point according to the new knowledge point and the time for learning the new knowledge point when children learn new knowledge points; the review reminder module is used to send a review reminder according to the review plan.
[0087] In some embodiments, the review plan includes the new knowledge points to be reviewed and multiple review time points. Sending a review reminder according to the review plan specifically includes:
[0088] Obtain the current time;
[0089] When the current time reaches any one of the review time points in the review plan, extract the new knowledge points to be reviewed in the review plan and send a review reminder.
[0090] In some embodiments, the children's learning assistance system may further include a second generation module, a guidance module, and a perfection module. The second generation module is configured to obtain the learning content of the child during the learning process and generate learning notes after the child completes the learning; the guidance module is configured to determine guiding questions based on the learning content to ask the child and obtain the child's answers to the guiding questions; the perfection module is configured to supplement the guiding questions and the child's answers to the guiding questions in the learning notes to perfect the learning notes.
[0091] The children's learning assistance system according to the embodiments of the present invention breaks through the limitations of the traditional interaction mode, upgrades the passive responsive interaction to an active care mode based on context awareness, and can actively provide targeted learning suggestions, emotional care, and behavior guidance according to the child's learning status, interest preferences, and learning progress, so as to provide the child with an efficient, personalized, and interactive learning experience, better stimulate the child's learning interest, improve the learning effect, and cultivate good learning habits.
[0092] The embodiments of the present invention also provide a readable storage medium, on which a computer program is stored. When the computer program is executed on a computer, the computer is made to execute the steps of the children's learning assistance method in the above embodiments of the present invention.
[0093] The embodiments of the present invention also provide an electronic device, which includes a memory and a processor. An executable code is stored in the memory. When the processor executes the executable code, it executes the steps of the children's learning assistance method in the above embodiments of the present invention.
[0094] The systems, devices, modules, or units illustrated in the above embodiments may be specifically implemented by computer chips or entities, or by products with certain functions. A typical implementation device is a computer. Specifically, the computer may be, for example, a personal computer, a laptop computer, a cellular phone, a camera phone, a smart phone, a personal digital assistant, a media player, a navigation device, an email device, a game console, a tablet computer, a wearable device, or any combination of these devices.
[0095] For the convenience of description, the above devices are described by dividing their functions into various units. Of course, when implementing the present invention, the functions of each unit may be implemented in one or more software and / or hardware.
[0096] Those skilled in the art should understand that the embodiments of the present invention can be provided as a method, a system, or a computer program product. Therefore, the present invention can take the form of a complete hardware embodiment, a complete software embodiment, or an embodiment combining software and hardware aspects. Moreover, the present invention can take the form of a computer program product implemented on one or more computer-usable storage media (including but not limited to disk memory, CD-ROM, optical memory, etc.) that contain computer-usable program code.
[0097] The present invention is described with reference to the flowcharts and / or block diagrams of methods, apparatus (systems), and computer program products according to embodiments of the present invention. It should be understood that each flow and / or block in the flowchart and / or block diagram, and the combination of flows and / or blocks in the flowchart and / or block diagram, can be implemented by computer program instructions. These computer program instructions can be provided to the processor of a general-purpose computer, a special-purpose computer, an embedded processor, or other programmable data processing devices to generate a machine, such that the instructions executed by the processor of the computer or other programmable data processing devices generate means for implementing the functions specified in Figure 1 one flow or multiple flows and / or blocks Figure 1 one block or multiple blocks.
[0098] These computer program instructions can also be stored in a computer-readable memory that can direct a computer or other programmable data processing device to work in a specific manner, such that the instructions stored in the computer-readable memory generate a manufactured article including instruction means that implement the functions specified in Figure 1 one flow or multiple flows and / or blocks Figure 1 one block or multiple blocks.
[0099] These computer program instructions can also be loaded onto a computer or other programmable data processing device, such that a series of operation steps are executed on the computer or other programmable device to generate a computer-implemented process, and thus the instructions executed on the computer or other programmable device provide steps for implementing the functions specified in Figure 1 one flow or multiple flows and / or blocks Figure 1 one block or multiple blocks.
[0100] In a typical configuration, an electronic device includes one or more processors (CPUs), an input / output interface, a network interface, and a memory.
[0101] The memory may include non-permanent memory in the computer-readable medium, in the form of random access memory (RAM) and / or non-volatile memory, such as read-only memory (ROM) or flash memory (flash RAM). The memory is an example of a computer-readable medium.
[0102] A computer-readable medium includes both permanent and non-permanent, removable and non-removable media and can implement information storage by any method or technology. The information can be computer-readable instructions, data structures, program modules, or other data. Examples of computer storage media include, but are not limited to, phase change memory (PRAM), static random access memory (SRAM), dynamic random access memory (DRAM), other types of random access memory (RAM), read-only memory (ROM), electrically erasable programmable read-only memory (EEPROM), flash memory or other memory technologies, compact disc read-only memory (CD-ROM), digital versatile disc (DVD) or other optical storage, magnetic cassettes, magnetic tape magnetic disk storage or other magnetic storage devices, or any other non-transitory medium that can be used to store information accessible by an electronic device. As defined herein, a computer-readable medium does not include transitory computer-readable media such as modulated data signals and carrier waves.
[0103] It should also be noted that the term "comprising", "including" or any other variant thereof is intended to cover non-exclusive inclusion, such that a process, method, article or apparatus comprising a series of elements includes not only those elements but also other elements not expressly listed, or elements inherent to such process, method, article or apparatus. Without further limitation, an element defined by the statement "comprising an..." does not exclude the presence of additional identical elements in the process, method, article or apparatus comprising the element.
[0104] Those skilled in the art should understand that the embodiments of the present invention can be provided as a method, system, or computer program product. Therefore, the present invention can take the form of a complete hardware embodiment, a complete software embodiment, or an embodiment combining software and hardware aspects. Moreover, the present invention can take the form of a computer program product implemented on one or more computer-usable storage media (including but not limited to disk storage, CD-ROM, optical storage, etc.) containing computer-usable program code.
[0105] The present invention can be described in the general context of computer-executable instructions executed by a computer, such as program modules. Generally, program modules include routines, programs, objects, components, data structures, etc. that perform specific tasks or implement specific abstract data types. The present invention can also be practiced in a distributed computing environment where tasks are performed by remote processing devices connected through a communication network. In a distributed computing environment, program modules can be located in local and remote computer storage media including storage devices.
[0106] The embodiments of the present invention are all described in a progressive manner. For the same or similar parts among the embodiments, reference can be made to each other, and the key points of each embodiment are the differences from other embodiments. In particular, for the system embodiments, since they are basically similar to the method embodiments, the description is relatively simple, and reference can be made to the corresponding parts of the method embodiments for relevant content.
[0107] The specific embodiments of the present invention have been described above. Other embodiments are within the scope of the appended claims. In some cases, the actions or steps recited in the claims may be performed in a different order than in the embodiments and still achieve the desired result. Additionally, the processes depicted in the figures do not necessarily require the particular order or sequential order shown to achieve the desired result. In certain embodiments, multitasking and parallel processing are also possible or may be advantageous.
[0108] The above are only the preferred embodiments of the present invention and are not intended to limit the scope of the present invention. Various changes can be made to the above embodiments of the present invention. That is, all simple, equivalent changes and modifications made according to the claims and the content of the specification of the present invention application fall within the scope of the claims of the present invention patent. What is not described in detail in the present invention is conventional technical content.
Claims
1. A method for assisting children's learning, characterized in that: include: After children started learning, the duration of children’s learning was recorded; Determine the learning time threshold for children; When the learning duration is greater than the learning duration threshold, a reminder message is sent to the child, wherein the reminder message is used to remind the child to interrupt the learning.
2. The children's learning assistance method according to claim 1, characterized in that: The learning duration threshold is set to be dynamically adjusted within a range of 25 minutes to 35 minutes based on the child's historical learning duration; The reminder information includes a rest reminder and an activity suggestion. The rest reminder is used to remind the child to take a rest, and the activity suggestion is used to suggest the child to take an activity.
3. The children's learning assistance method according to claim 1, characterized in that: Also includes: When the child learns a new knowledge point, a review plan for the new knowledge point is generated according to the new knowledge point and the time for learning the new knowledge point; Issue review reminders according to the review plan.
4. The children's learning assistance method according to claim 3, characterized in that: The review plan includes new knowledge points to be reviewed and multiple review time points. The review reminder is issued according to the review plan, specifically including: Get the current time; When the current time reaches any one of the review time points in the review plan, new knowledge points that need to be reviewed in the review plan are extracted, and a review reminder is issued.
5. The children's learning assistance method according to claim 1, characterized in that: Also includes: After the child has finished learning, the learning content of the child during the learning process is obtained and learning notes are generated; Determining guiding questions according to the learning content, asking the children questions, and obtaining the children's answers to the guiding questions; The guiding questions and the children's answers to the guiding questions are added to the learning notes to complete the learning notes.
6. A children's learning assistance system, characterized in that: include: A recording module, used for recording the learning duration of the children after the children start learning; A determination module, used to determine a learning time threshold for children; The interruption reminder module is used to send a reminder message to the child when the learning duration is greater than the learning duration threshold, and the reminder message is used to remind the child to interrupt the learning.
7. The children's learning assistance system according to claim 6, characterized in that: The learning duration threshold is set to be dynamically adjusted within a range of 25 minutes to 35 minutes based on the child's historical learning duration; The reminder information includes a rest reminder and an activity suggestion. The rest reminder is used to remind the child to take a rest, and the activity suggestion is used to suggest the child to take an activity.
8. The children's learning assistance system according to claim 6, characterized in that: Also includes: The first generation module is used to generate a review plan for a new knowledge point according to the new knowledge point and the time to learn the new knowledge point when the child learns the new knowledge point; The review reminder module is used to issue a review reminder according to the review plan.
9. The children's learning assistance system according to claim 8, characterized in that: The review plan includes new knowledge points to be reviewed and multiple review time points. The review reminder is issued according to the review plan, specifically including: Get the current time; When the current time reaches any one of the review time points in the review plan, new knowledge points that need to be reviewed in the review plan are extracted, and a review reminder is issued.
10. The children's learning assistance system according to claim 6, characterized in that: Also includes: The second generation module is used to obtain the learning content of the children in the learning process and generate learning notes after the children complete the learning; A guidance module, used to determine guidance questions according to the learning content, to ask questions to the children, and to obtain the children's answers to the guidance questions; The improvement module is used to add the guiding questions and the children's answers to the guiding questions to the learning notes to improve the learning notes.