Course and teaching evaluation method based on project-based learning

Abstract

The invention discloses a course and teaching evaluation method based on project-based learning, and relates to the technical field of education, the method adopts a course and teaching evaluation system to work, and the system comprises a subject statistics module, an information arrangement module and a teaching evaluation module. The subject statistics module is used for performing statistics on subject information, assessment score information and information of teachers of all subjects in current project type learning and contribution type information and evaluation information investigated from students in teaching, and the information arrangement module is used for performing statistics and arrangement on the subject information and data of related papers in an online paper library. The teaching evaluation module is used for carrying out teaching evaluation according to the contribution degree and the contribution type of each teacher to the subject in combination with the assessment score information of the students, and the subject statistics module comprises a subject information collection module, a teacher information recording module, a student feedback module, a time statistics module and a score statistics module. The method has the characteristic of multi-dimensional consideration.

Description

Technical Field

[0001] The present invention relates to the field of educational technology, and specifically to a curriculum and teaching evaluation method based on project-based learning. Background Art

[0002] The educational method of project-based learning is different from the conventional educational method. It constructs a knowledge teaching plan based on research topics. First, a research topic is determined, then the knowledge used in the research topic is learned, and finally this knowledge is used to explore the research topic, which helps to actively stimulate students' exploratory desire and knowledge practice ability.

[0003] However, in project-based learning, the evaluation of teachers' teaching becomes very vague due to cross-disciplines. A topic involves teachers from multiple disciplines. The existing teaching evaluation method evaluates teachers' teaching achievements based on students' assessment scores. Since the contribution degree and type of each subject teacher to this topic are different, it is difficult to evaluate teaching through simple assessment scores. Therefore, it is necessary to design a curriculum and teaching evaluation method based on project-based learning with multi-dimensional considerations. Summary of the Invention

[0004] The purpose of the present invention is to provide a curriculum and teaching evaluation method based on project-based learning to solve the problems raised in the above background art.

[0005] To solve the above technical problems, the present invention provides the following technical solution: A curriculum and teaching evaluation method based on project-based learning. This method works using a curriculum and teaching evaluation system, which includes a topic statistics module, an information sorting module, and a teaching evaluation module. The topic statistics module is used to count the topic information, assessment score information, subject teacher information, contribution type information and evaluation information surveyed from students in current project-based learning. The information sorting module is used to count and sort the data of relevant papers in the online paper library with the topic information. The teaching evaluation module is used to conduct teaching evaluation according to the contribution degree and type of each subject teacher to this topic, combined with students' assessment score information.

[0006] According to the above technical solution, the topic statistics module includes a topic information collection module, a teacher information recording module, a student feedback module, a time statistics module, and a score statistics module. The teacher information recording module is electrically connected to the time statistics module. The topic information collection module is used to collect keywords of the topic. The teacher information recording module is used to collect the subjects taught by each teacher participating in the project-based learning topic. The student feedback module is used to count students' evaluations of the teaching focus of each teacher. The time statistics module is used to record the teaching time of each teacher in project-based learning. The score statistics module is used to count the assessment scores obtained by students in project-based learning;

[0007] The information sorting module includes a literature retrieval module, a literature information statistics module, a relevance calculation module, and a professional proportion determination module. The literature retrieval module is electrically connected to the project information collection module and the literature information statistics module. The relevance calculation module is electrically connected to the professional proportion determination module. The literature retrieval module is used to retrieve in the paper database based on the keywords of the project. The literature information statistics module is used to count the subject fields involved in the papers according to the main narratives of the titles and abstracts of the retrieved papers and the professional information of the authors, in combination with machine learning algorithms. The relevance calculation module is used to calculate the professional relevance between the subjects taught by each teacher and project-based learning. The professional proportion determination module is used to determine the theoretical participation degrees of the teachers in each major in project-based learning;

[0008] The teaching evaluation module includes a weight correction module, a teaching focus analysis module, and an evaluation calculation module. The weight correction module is electrically connected to the professional proportion determination module. The teaching focus analysis module is electrically connected to the student feedback module. The evaluation calculation module is electrically connected to the teaching focus analysis module and the teacher information record module. The weight correction module is used to correct the teaching time weights of each teacher. The teaching focus analysis module is used to analyze whether each teacher focuses more on professional teaching or organizational planning according to the students' feedback. The evaluation calculation module is used to comprehensively evaluate the teaching based on the teaching time of each teacher, the students' evaluations of the teaching focuses of the teachers, the students' assessment scores, and the relevance between the subjects taught by the teachers and the project-based learning projects.

[0009] According to the above technical solution, it includes the following steps:

[0010] S1. When the project of project-based learning is established, determine and collect the keywords of the project, and collect the subject information taught by each teacher participating in the project-based learning project;

[0011] S2. When teaching starts, record the teaching time of each teacher in real time, and count the teaching time of each teacher in this project-based learning when teaching ends;

[0012] S3. Retrieve in the paper database based on the keywords of the project, count the subject fields involved in the papers according to the retrieval results in combination with machine learning algorithms, calculate the professional relevance between the subjects taught by each teacher and project-based learning, and determine the theoretical participation degrees of the teachers in each major;

[0013] S4. After teaching ends, count the students' assessment scores, correct the actual teaching time of each teacher according to the theoretical teaching participation degrees, and evaluate the teaching in combination with the finally calculated teaching time of the teachers;

[0014] S5. Statistically analyze the impressions of students on whether each teacher focuses more on professional teaching or organizational planning during the teaching process, adjust the correction range of the theoretical teaching time, and statistically analyze the subjective evaluations of students on teachers to adjust the teaching evaluations of each teacher.

[0015] According to the above technical solution, in S3, the specific method for retrieving in the paper library is as follows:

[0016] S3-1. Extract the keywords of the topics in project-based learning, retrieve and download the most relevant multiple papers covered by these keywords, analyze the titles and abstracts of each paper using natural language processing algorithms, extract key terms and subject words, describe the research fields involved in these words, match the research fields and the disciplines involved using a big data model, and statistically analyze the disciplines involved in the majors of the paper authors to obtain multiple disciplines involved in the papers;

[0017] S3-2. Statistically analyze the number of times the disciplines involved in multiple papers are involved to obtain {x1, x2, …, x n}, where the number of times a certain discipline is involved in multiple papers is x i , and i ∈ [1~n], where n is the number of disciplines involved in the multiple papers covered by this topic.

[0018] According to the above technical solution, in S3, the method for determining the theoretical teaching participation degree of teachers in each major is as follows:

[0019] S3-3. Compare the disciplines taught by the teacher with the disciplines involved in the papers. If the disciplines taught by the teacher are exactly the same as the disciplines involved in the papers, the professional relevance δ = 100%. If the disciplines taught by the teacher and the disciplines involved in the papers form a parent-child major relationship, the professional relevance is δ = a%. If the disciplines taught by the teacher and the disciplines involved in the papers belong to the same parent major, the professional relevance is δ = b%, where the specific values of a and b are determined according to actual requirements;

[0020] S3-4. Statistically analyze the total number of times the disciplines involved in multiple papers are involved, ∑x i , then the theoretical teaching participation degree of a certain teacher Statistically analyze the participation degrees of multiple teachers respectively to obtain {H1, H2, …, H m}, where m is the number of teachers.

[0021] According to the above technical solution, in S4, the specific method for correcting the actual teaching time of each teacher is as follows:

[0022] S4-1. Statistically calculate the actual teaching time of each teacher {T1, T2, …, T m}, where the actual teaching time of a certain teacher is T k , where k ∈ [1~m], and the total actual teaching time of all teachers is ∑T k . The actual teaching participation rate of a certain teacher in this project is In the project-based learning topic of this project, the average assessment score of all students is A. When evaluating the teaching of teachers, based on the average assessment score of students, teachers are evaluated according to their participation rate. The higher the student assessment score and the longer the teacher's teaching time, the higher the teacher evaluation score. The uncorrected teacher evaluation score is E0 = hA;

[0023] S4-2. Compare the ratio of the theoretical teaching participation rate to the actual teaching participation rate of teachers. When h > H, reduce the teacher evaluation score E0. Specifically, the corrected teacher evaluation score E = E0 - μ(h - H). When h ≤ H, no correction is required.

[0024] According to the above technical solution, in S5, the specific method for adjusting the correction amplitude of the theoretical teaching time is as follows:

[0025] S5-1. Collect the teaching feedback information of students on teachers, and let students rate each teacher on the degree of emphasis on professional teaching or organizational planning. The more a teacher focuses on organizational planning during teaching, the lower the necessity of considering the theoretical teaching participation rate H of the teacher. The more a teacher focuses on professional teaching, the higher the necessity of considering H. Let the ratio of professional teaching to organizational planning of a certain teacher collected be where q1 is the proportion of professional teaching and q2 is the proportion of organizational planning, then P ∝ μ, and μ is adjusted accordingly.

[0026] According to the above technical solution, in S5, the specific method for adjusting the teaching evaluation of each teacher is as follows: Collect the subjective impression scores of students on each teacher, and determine the total evaluation score of the teacher, that is, the total evaluation score E of the teacher k = αE + βG, where G is the subjective impression score of a certain teacher among students.

[0027] Compared with the prior art, the beneficial effects achieved by the present invention are as follows: In the present invention, the teaching time of teachers participating in the current research topic in project-based learning is counted as the basic weight index for teaching evaluation. When conducting teaching evaluation, first, relevant papers on the same topic are retrieved online for the topic, and the relevance between the majors of the paper authors and the related parent majors is calculated. Based on this, the weights of each teacher's major are corrected. The weight will be reduced for teaching time exceeding the professional subject teaching time that the topic itself should have. On the one hand, it improves the evaluation accuracy, and on the other hand, it prevents teachers from deliberately prolonging the time for higher evaluation scores. At the same time, it is counted whether each teacher focuses more on professional teaching or organizational planning, and the weight of teaching time is further corrected. Based on this, teaching is evaluated according to the degree and type of contribution made by each subject teacher to this topic, and the evaluation is more objective and accurate. BRIEF DESCRIPTION OF THE DRAWINGS

[0028] The accompanying drawings are used to provide a further understanding of the present invention and constitute a part of the specification. Together with the embodiments of the present invention, they are used to explain the present invention and do not constitute a limitation to the present invention. In the accompanying drawings:

[0029] Figure 1 is a schematic diagram of the overall module structure of the present invention. DETAILED DESCRIPTION OF THE EMBODIMENTS

[0030] The technical solutions in the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings in the embodiments of the present invention. Obviously, the described embodiments are only a part of the embodiments of the present invention, rather than all of the embodiments. All other embodiments obtained by those of ordinary skill in the art based on the embodiments of the present invention without creative efforts shall fall within the protection scope of the present invention.

[0031] Please refer to Figure 1 , the present invention provides a technical solution: A curriculum and teaching evaluation method based on project-based learning. This method works using a curriculum and teaching evaluation system. The system includes a topic statistics module, an information sorting module, and a teaching evaluation module. The topic statistics module is used to count the topic information, assessment score information, information of each subject teacher, and contribution type information and evaluation information surveyed from students in teaching in the current project-based learning. The information sorting module is used to count and sort the data of relevant papers in the topic information and the online paper library. The teaching evaluation module is used to conduct teaching evaluation according to the degree and type of contribution made by each subject teacher to this topic, in combination with the assessment score information of students;

[0032] The project statistics module includes a project information collection module, a teacher information recording module, a student feedback module, a time statistics module, and a performance statistics module. The teacher information recording module is electrically connected to the time statistics module. The project information collection module is used to collect keywords of the project. The teacher information recording module is used to collect the subjects taught by each teacher participating in the project-based learning project. The student feedback module is used to count the students' evaluations of the teaching focus of each teacher. The time statistics module is used to record the teaching time of each teacher in the project-based learning. The performance statistics module is used to count the assessment scores obtained by the students in the project-based learning;

[0033] The information sorting module includes a literature retrieval module, a literature information statistics module, a relevance calculation module, and a professional proportion determination module. The literature retrieval module is electrically connected to the project information collection module and the literature information statistics module. The relevance calculation module is electrically connected to the professional proportion determination module. The literature retrieval module is used to retrieve in the paper library based on the keywords of the project. The literature information statistics module is used to count the subject fields involved in the papers according to the main narratives of the titles and abstracts of the retrieved papers and the professional information of the authors, combined with machine learning algorithms. The relevance calculation module is used to calculate the relevance between the subjects taught by each teacher and the project-based learning major. The professional proportion determination module is used to determine the theoretical participation degree of the teachers of each major in the project-based learning;

[0034] The teaching evaluation module includes a weight correction module, a teaching focus analysis module, and an evaluation calculation module. The weight correction module is electrically connected to the professional proportion determination module. The teaching focus analysis module is electrically connected to the student feedback module. The evaluation calculation module is electrically connected to the teaching focus analysis module and the teacher information recording module. The weight correction module is used to correct the teaching time weights of each teacher. The teaching focus analysis module is used to analyze whether each teacher focuses more on professional teaching or organizational planning according to the students' feedback. The evaluation calculation module is used to comprehensively evaluate the teaching based on the teaching time of each teacher, the students' evaluations of the teaching focus of the teachers, the students' assessment scores, and the relevance between the subjects taught by the teachers and the project-based learning project;

[0035] It includes the following steps:

[0036] S1. When the project of project-based learning is established, determine and collect the keywords of the project, and collect the subject information taught by each teacher participating in the project-based learning project;

[0037] S2. When teaching starts, record the teaching time of each teacher in real time, and count the teaching time of each teacher in this project-based learning when teaching ends;

[0038] S3. Use the keywords of the project as the retrieval basis to search in the paper database. Based on the search results and combined with machine learning algorithms, count the academic fields involved in the papers, calculate the relevance between the academic disciplines taught by each teacher and the major of project-based learning, and determine the theoretical teaching participation of teachers in each major.

[0039] S4. After the teaching is over, count the assessment scores of the students, correct the actual teaching time of each teacher according to the theoretical teaching participation, and evaluate the teaching in combination with the finally calculated teaching time of the teachers.

[0040] S5. Count the impressions of students on whether each teacher focuses more on professional teaching or organizational planning during the teaching process, adjust the correction range of the theoretical teaching time, and count the subjective evaluations of students on the teachers to adjust the teaching evaluations of each teacher.

[0041] In S3, the specific method of searching in the paper database is as follows:

[0042] S3-1. Extract the keywords of the projects in project-based learning, download the most relevant multiple papers that cover these keywords, use natural language processing algorithms to analyze the titles and abstracts of each paper, extract key terms and subject words, describe the research fields involved in these words, match the research fields and the disciplines involved with a big data model, and count the disciplines involved in the majors of the paper authors to obtain multiple disciplines involved in the papers.

[0043] S3-2. Count the number of times the disciplines involved in multiple papers are mentioned to obtain {x1, x2, …, x n}, where the number of times a certain discipline is mentioned in multiple papers is x i and i ∈ [1~n], and n is the number of disciplines involved in the multiple papers covered by this project.

[0044] In S3, the method for determining the theoretical teaching participation of teachers in each major is as follows:

[0045] S3-3. Compare the disciplines taught by the teachers with the disciplines involved in the papers. If the disciplines taught by the teachers are exactly the same as the disciplines involved in the papers, the professional relevance δ = 100%. If the disciplines taught by the teachers and the disciplines involved in the papers form a parent-child major relationship, the professional relevance is δ = a%. If the disciplines taught by the teachers and the disciplines involved in the papers belong to the same parent major, the professional relevance is δ = b%, where the specific values of a and b are determined according to actual requirements.

[0046] S3-4. Count the total number of times the disciplines involved in multiple papers are mentioned ∑x i, then the participation rate that a certain teacher should theoretically teach Statistically analyze the participation rates of multiple teachers respectively to obtain {H1, H2, …, H m}, where m is the number of teachers;

[0047] In S4, the specific method for correcting the actual teaching time of each teacher is as follows:

[0048] S4-1. Statistically analyze the actual teaching time {T1, T z , …, T m} of each teacher, where the actual teaching time of a certain teacher is T k , where k ∈ [1~m], and the total actual teaching time of all teachers is ∑T k , and the actual teaching participation rate of a certain teacher in this project is In the project-based learning topic of this project, the average assessment score of all students is A. When evaluating teachers, based on the average assessment score of students, evaluate teachers according to the participation rate of teachers. The higher the student assessment score and the longer the teacher's teaching time, the higher the teacher evaluation score. The uncorrected teacher evaluation score is E0 = hA;

[0049] S4-2. Compare the ratio of the theoretical and actual teaching participation rates of teachers. When h > H, reduce the teacher evaluation score E0. Specifically, the corrected teacher evaluation score E = E0 - μ(h - H). When h ≤ H, no correction is required;

[0050] In S5, the specific method for adjusting the correction amplitude of the theoretical teaching time is as follows:

[0051] S5-1. Collect students' teaching feedback information on teachers, and let students rate each teacher on the emphasis on professional teaching or organizational planning. The more a teacher focuses on organizational planning during teaching, the lower the necessity of considering the participation rate H that the teacher should theoretically teach. The more a teacher focuses on professional teaching, the higher the necessity of considering H. Let the ratio of a certain teacher's professional teaching to organizational planning collected be where q1 is the proportion of professional teaching and q2 is the proportion of organizational planning, then P ∝ μ, and adjust μ accordingly;

[0052] In S5, the specific method for adjusting the teaching evaluation of each teacher is as follows: Collect students' subjective impression scores of each teacher, and determine the total evaluation score of the teacher, that is, the total evaluation score E of the teacher k = αE + βG, where G is the subjective impression score of a certain teacher among students. When the proportion of organizational planning is higher, the value of α / β is smaller because organizational planning is more closely related to students' subjective feelings. The more a teacher participates in organizational planning, the more important the subjective evaluation feeling should be.

[0053] It should be noted that in this text, relational terms such as first and second are only used to distinguish one entity or operation from another entity or operation, and do not necessarily require or imply any actual relationship or order between these entities or operations. Moreover, the terms "comprising", "including" or any other variant thereof are intended to cover non-exclusive inclusion, such that a process, method, article or device 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 device.

[0054] Finally, it should be noted that the above are only preferred embodiments of the present invention and are not used to limit the present invention. Although the present invention has been described in detail with reference to the foregoing embodiments, those skilled in the art can still modify the technical solutions recorded in the foregoing embodiments or perform equivalent replacements for some of the technical features. Any modification, equivalent replacement, improvement, etc. made within the spirit and principle of the present invention shall be included within the protection scope of the present invention.

Claims

1. The curriculum and teaching evaluation method based on project-based learning is characterized by: The method adopts a curriculum and teaching evaluation system to work, which includes a subject statistics module, an information sorting module, and a teaching evaluation module. The subject statistics module is used to count the subject information, assessment score information, information of teachers of various subjects in the current project-based learning, and contribution type information and evaluation information surveyed from students during teaching. The information sorting module is used to count and sort the subject information and data of related papers in an online paper library. The teaching evaluation module is used to evaluate teaching according to the degree and type of contribution made by each subject teacher to the subject, combined with the students' assessment score information.

2. The curriculum and teaching evaluation method based on project-based learning according to claim 1 is characterized by: The subject statistics module includes a subject information collection module, a teacher information recording module, a student feedback module, a time statistics module, and a score statistics module. The teacher information recording module is electrically connected to the time statistics module. The subject information collection module is used to collect keywords of the subject. The teacher information recording module is used to collect the subjects taught by each teacher participating in the project-based learning subject. The student feedback module is used to count students' evaluation of each teacher's teaching focus. The time statistics module is used to record the teaching time of each teacher in the project-based learning. The score statistics module is used to count the assessment scores obtained by students in the project-based learning. The information sorting module includes a document retrieval module, a document information statistics module, a relevance calculation module, and a professional proportion determination module. The document retrieval module is electrically connected to the subject information collection module and the document information statistics module. The relevance calculation module is electrically connected to the professional proportion determination module. The document retrieval module is used to search the paper library using the keywords of the subject as the retrieval basis. The document information statistics module is used to perform statistics on the subject areas involved in the paper based on the main description of the title and abstract in the retrieved paper and the professional information of the author in combination with a machine learning algorithm. The relevance calculation module is used to calculate the relevance between the subject taught by each teacher and the major of the project-based learning. The professional proportion determination module is used to determine the participation of teachers of each major in the project-based learning that should theoretically teach; The teaching evaluation module includes a weight correction module, a teaching emphasis analysis module, and an evaluation calculation module. The weight correction module is electrically connected to the professional proportion determination module, the teaching emphasis analysis module is electrically connected to the student feedback module, and the evaluation calculation module is electrically connected to the teaching emphasis analysis module and the teacher information recording module. The weight correction module is used to correct the weight of each teacher's teaching time. The teaching emphasis analysis module is used to analyze whether each teacher focuses more on professional teaching or organizational planning based on student feedback. The evaluation calculation module is used to evaluate the teaching of the comprehensive team based on the teaching time of each teacher, the students' evaluation of the teacher's teaching emphasis, the students' assessment results, and the correlation between the subjects taught by the teacher and the project-based learning topics.

3. The curriculum and teaching evaluation method based on project-based learning according to claim 2 is characterized by: The following steps are involved: S1. When a project-based learning topic is established, determine and collect keywords for the topic, and collect subject information taught by each teacher participating in the project-based learning topic; S2. At the beginning of teaching, the teaching time of each teacher is recorded in real time. At the end of teaching, the teaching time of each teacher in this project-based learning is counted; S3. Search the thesis database using the keywords of the topic as the search basis. According to the search results and combined with the machine learning algorithm, the subject areas involved in the thesis are counted, and the relevance of the subject taught by each teacher to the project-based learning major is calculated. The participation degree of teachers of each major should theoretically be determined. S4. After the teaching is over, the students’ assessment scores are counted, and the actual teaching time of each teacher is corrected according to the theoretical teaching participation rate. The teaching is evaluated based on the final calculated teacher teaching time; S5. Count students' impressions of whether each teacher focuses more on professional teaching or organizational planning during the teaching process, adjust the correction range of theoretical teaching time, and count students' subjective evaluation of teachers to adjust the teaching evaluation of each teacher.

4. The curriculum and teaching evaluation method based on project-based learning according to claim 3 is characterized by: In S3, the specific method for searching in the paper library is: S3-1. Extract keywords from the topics in project-based learning, retrieve and download multiple papers with the highest relevance that cover these keywords, use natural language processing algorithms to analyze the title and abstract of each paper, extract key terms and subject terms, describe the research fields involved in these terms, match the research fields with the disciplines involved using big data models, and count the disciplines involved in the paper authors' majors to obtain multiple disciplines involved in the paper; S3-2. Count the number of times the subjects involved in multiple papers are involved, and get {x1, x2, …, x n }, where a subject is involved in multiple papers for x number of times i , and i∈[1~n], n is the number of disciplines involved in the multiple papers covered by this topic.

5. The curriculum and teaching evaluation method based on project-based learning according to claim 4 is characterized by: In S3, the method for determining the degree of participation that teachers of each major should theoretically give in teaching is: S3-3. Compare the subject taught by the teacher with the subject involved in the paper. If the subject taught by the teacher is completely consistent with the subject involved in the paper, the professional correlation δ=100%. If the subject taught by the teacher and the subject involved in the paper form a parent-child relationship, the professional correlation is δ=a%. If the subject taught by the teacher and the subject involved in the paper belong to the same parent major, the professional correlation is δ=b%, where the specific values ​​of a and b are determined according to actual requirements; S3-4. Count the total number of times the subject is involved in multiple papers ∑x i , then the participation rate of a teacher in the class should be The participation of multiple teachers was statistically analyzed, and {H1, H2, …, H m }, where m is the number of teachers.

6. The curriculum and teaching evaluation method based on project-based learning according to claim 5 is characterized by: In S4, the specific method for correcting the actual teaching time of each teacher is as follows: S4-1. Count the actual teaching time of each teacher {T1, T2, ..., T m }, where the actual teaching time of a teacher is T k , where k∈[1~m], the total actual teaching time of all teachers is ∑T k , a teacher's actual teaching participation in this topic is In this project-based learning topic, the average assessment score of all students is A. When evaluating teachers' teaching, teachers are evaluated based on the average assessment score of students and their participation. The higher the student assessment score and the longer the teacher's teaching time, the higher the teacher's evaluation score. The uncorrected teacher evaluation score is E0=hA; S4-2. Compare the ratio of the teacher's theoretical and actual teaching participation. When h>H, reduce the teacher's evaluation score E0. Specifically, the corrected teacher evaluation score E=E0-μ(hH). When h≤H, no correction is required.

7. The curriculum and teaching evaluation method based on project-based learning according to claim 6 is characterized by: In S5, the specific method for adjusting the correction range of the theoretical teaching time is: S5-1. Collect students' feedback on teachers' teaching, and let students rate the emphasis of each teacher on professional teaching or organizational planning. The more the teacher focuses on organizational planning when teaching, the less necessary it is for the teacher to consider the degree of participation H in teaching in theory. The more the teacher focuses on professional teaching, the more necessary it is for H to be considered. The collected proportion of professional teaching and organizational planning of a teacher is Among them, q1 is the proportion of professional teaching, q2 is the proportion of organizational planning, then P∝μ, and μ is adjusted accordingly.

8. The curriculum and teaching evaluation method based on project-based learning according to claim 7 is characterized by: In S5, the specific method for adjusting the teaching evaluation of each teacher is to collect students' subjective impression scores of each teacher and determine the total evaluation score of the teacher, that is, the total evaluation score of the teacher E k =αE+βG, where G is the subjective impression score of a teacher among students.

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