Course teaching quality evaluation system

Abstract

The invention discloses a course teaching quality evaluation system, and relates to the technical field of teaching evaluation, a data acquisition module collects teaching equipment operation data, a graph establishment module analyzes the teaching equipment operation data and historical data and establishes a reference line for the teaching equipment, a Pareto graph is generated according to the reference line, and the Pareto graph is used for evaluating the teaching quality of a course. And the improvement management module performs fault reason analysis on the teaching equipment, generates a corresponding improvement measure based on a fault reason analysis result, evaluates the course teaching quality after the improvement measure is implemented, generates a dynamic management strategy in combination with an evaluation result, and sends the dynamic management strategy to an administrator. According to the evaluation system, multi-dimensional data are comprehensively collected and analyzed through the data acquisition module, an operation state model is established in combination with a Pareto diagram and a datum line, comprehensive evaluation of the operation state of equipment is facilitated, a dynamic management strategy is generated in combination with an evaluation result, and real-time monitoring and adjustment of the state of the equipment are achieved. And through a closed-loop management process, the equipment performance is continuously optimized, and the course teaching quality is improved.

Description

Technical Field

[0001] The present invention relates to the technical field of teaching evaluation, and particularly to a course teaching quality evaluation system. Background Art

[0002] With the rapid development of modern education, as an important part of the teaching environment, classroom hardware facilities directly affect the smooth progress of teaching activities and the improvement of teaching quality. In order to ensure the realization of teaching goals and improve students' learning experience, it is particularly important to conduct scientific and systematic evaluation of the quality of classroom hardware facilities.

[0003] The prior art has the following defects:

[0004] Existing systems usually only conduct single detection on certain performance indicators of teaching equipment, lacking comprehensive analysis of the equipment operation status, making it difficult to identify systematic problems. Moreover, the management system is mainly static and lacks dynamic adjustment ability, unable to adapt to changes in teaching needs or fluctuations in equipment performance, which may lead to frequent interruptions of teaching activities, affecting students' learning experience, and teachers may also waste time on emergency handling due to equipment problems, affecting the overall teaching effect.

[0005] Based on this, the present invention proposes a course teaching quality evaluation system, which comprehensively collects and analyzes multi-dimensional data through a data acquisition module, establishes an operation status model by combining Pareto charts and baseline, helps to comprehensively evaluate the equipment operation status, generates dynamic management strategies based on the evaluation results, realizes real-time monitoring and adjustment of the equipment status, and continuously optimizes the equipment performance and improves the course teaching quality through a closed-loop management process. Summary of the Invention

[0006] The purpose of the present invention is to provide a course teaching quality evaluation system to solve the deficiencies in the background art.

[0007] To achieve the above purpose, the present invention provides the following technical solution: A course teaching quality evaluation system, including a data acquisition module, a graph establishment module, and an improvement management module;

[0008] Data acquisition module: Collects the operation data of teaching equipment through Internet of Things sensors, and uses the teaching equipment log recording system to collect historical data;

[0009] Graph establishment module: Establishes a baseline for teaching equipment after analyzing the operation data and historical data of teaching equipment, and generates a Pareto chart based on the baseline;

[0010] Improvement management module: Analyzes the causes of faults of teaching equipment, generates corresponding improvement measures based on the results of the fault cause analysis, evaluates the course teaching quality after implementing the improvement measures, generates dynamic management strategies based on the evaluation results and sends them to the administrator.

[0011] In a preferred embodiment, the data acquisition module obtains the image output normal rate of the projector, obtains the signal transmission interruption rate and frequency response range deviation of the audio device, obtains the lumen fluctuation amplitude of the lighting device, and obtains the historical usage frequency, startup failure rate, and failure incidence rate of each teaching device.

[0012] In a preferred embodiment, the graph building module obtains the reference values of the acquired operation data and historical data, including the normal rate threshold, interruption rate threshold, deviation threshold, and fluctuation threshold;

[0013] Compare the image output normal rate with the normal rate threshold, compare the signal transmission interruption rate with the interruption rate threshold, compare the frequency response range deviation with the deviation threshold, and compare the lumen fluctuation amplitude with the fluctuation threshold to complete the establishment of the baseline;

[0014] Obtain the historical usage frequency, startup failure rate, and failure incidence rate of each teaching device, perform normalization processing on the usage frequency, startup failure rate, and failure incidence rate, map the value ranges of the usage frequency, startup failure rate, and failure incidence rate to between [0, 1], sum the normalized usage frequency, startup failure rate, and failure incidence rate to obtain the importance value of the teaching device, sum the importance values of all teaching devices to obtain the total importance, and obtain the weight of the teaching device by dividing the importance value by the total importance;

[0015] After combining the weight of the teaching device with the baseline, automatically draw a Pareto chart for each teaching device.

[0016] In a preferred embodiment, the graph building module first obtains the reference value of each teaching device. The reference value acquisition logic for the projector: Obtained by subtracting the normal rate threshold from the image output normal rate. The reference value acquisition logic for the audio device: Obtain the interruption rate difference by subtracting the signal transmission interruption rate from the interruption rate threshold, obtain the deviation difference by subtracting the frequency response range deviation from the deviation threshold, and sum the interruption rate difference and the deviation difference to obtain the reference value of the audio device. The reference value acquisition logic for the lighting device: Obtained by subtracting the lumen fluctuation amplitude from the fluctuation threshold;

[0017] Map the weight of the teaching device to the reference value, that is, the weight of the teaching device is the weight of the reference value, draw a Pareto chart. In the Pareto chart, the X-axis represents the reference value of the teaching device, and the Y-axis represents the weight of the reference value of the teaching device.

[0018] In a preferred embodiment, after implementing the improvement measures, the improvement management module evaluates the teaching quality of the course, obtains the normal image output rate of the projector after implementing the improvement measures, obtains the signal transmission interruption rate and frequency response range deviation of the audio equipment, obtains the lumen fluctuation amplitude of the lighting equipment, and obtains the classroom lighting compliance rate and the equipment failure reduction rate, and comprehensively calculates to obtain the quality impact factor;

[0019] Compare the obtained quality impact factor with a preset quality threshold. If the quality impact factor is less than or equal to the quality threshold, it is evaluated that the teaching quality improvement effect of the course is good after implementing the improvement measures. If the quality impact factor is greater than the quality threshold, it is evaluated that the teaching quality improvement effect of the course is poor after implementing the improvement measures.

[0020] In a preferred embodiment, the improvement management module comprehensively calculates to obtain the quality impact factor, and the expression is:

[0021] In the formula, effect is the quality impact factor, τ is the classroom lighting compliance rate, σ is the equipment failure reduction rate, yx is the signal transmission interruption rate, yc is the frequency response range deviation, zb is the lumen fluctuation amplitude, tz is the normal image output rate, and γ1, γ2 are proportionality coefficients, and both γ1 and γ2 are greater than 0.

[0022] In a preferred embodiment, the improvement management module obtains the teaching impact amplitude and the real-time failure incidence rate of the teaching equipment, and calculates the priority index of the teaching equipment through the teaching impact amplitude and the real-time failure incidence rate. The expression is: Yz = α * θ + β * ε. In the formula, Yz is the priority index, θ is the teaching impact amplitude, ε is the real-time failure incidence rate, and α, β are the adjustment coefficients of the teaching impact amplitude and the real-time failure incidence rate respectively, and both α and β are greater than 0;

[0023] After obtaining the priority indexes of all teaching equipment, sort all teaching equipment in descending order according to the priority index to generate an equipment list. When multiple teaching equipment fail simultaneously, select the repair order of the teaching equipment according to the equipment list.

[0024] In a preferred embodiment, the acquisition logic of the normal image output rate is: after obtaining the number of normal image outputs of the projector, divide the number of normal image outputs by the total number of outputs to obtain the normal image output rate;

[0025] The acquisition logic of the signal transmission interruption rate is: after obtaining the number of signal interruptions of the audio equipment, divide the number of signal interruptions by the total working duration to obtain the signal transmission interruption rate;

[0026] The acquisition logic for the deviation of the frequency response range is as follows: Obtain the real-time frequency response value of the audio device, subtract the standard frequency response value from the real-time frequency response value to obtain the frequency response difference, and take the absolute value of the frequency response difference as the deviation of the frequency response range;

[0027] The acquisition logic for the amplitude of the lumen fluctuation is as follows: Obtain the real-time brightness of each lighting lamp in the lighting device, calculate the standard deviation of the brightness by combining the real-time brightness of multiple lighting lamps, and take the standard deviation of the brightness as the amplitude of the lumen fluctuation.

[0028] In the above technical solution, the technical effects and advantages provided by the present invention are:

[0029] The present invention collects the operation data of teaching equipment through a data collection module, uses a teaching equipment log recording system to collect historical data, a graph establishment module analyzes the operation data and historical data of the teaching equipment to establish a baseline for the teaching equipment, generates a Pareto chart based on the baseline, an improvement management module analyzes the causes of faults in the teaching equipment, generates corresponding improvement measures based on the results of the fault cause analysis, and evaluates the teaching quality of the course after implementing the improvement measures, generates a dynamic management strategy based on the evaluation results and sends it to the administrator. This evaluation system comprehensively collects and analyzes multi-dimensional data through a data collection module, establishes an operation state model by combining a Pareto chart and a baseline, helps to comprehensively evaluate the operation status of the equipment, generates a dynamic management strategy based on the evaluation results, and realizes real-time monitoring and adjustment of the equipment status. Through a closed-loop management process, continuously optimize the equipment performance and improve the teaching quality of the course. Description of the Drawings

[0030] In order to more clearly illustrate the technical solutions in the embodiments of the present application or the prior art, the following will briefly introduce the drawings required for use in the embodiments. Obviously, the drawings described below are only some embodiments recorded in the present invention. For those of ordinary skill in the art, other drawings can also be obtained based on these drawings.

[0031] Figure 1 It is a flowchart of the method of the present invention. Detailed Embodiments

[0032] To make the objectives, technical solutions, and advantages of the embodiments of the present invention clearer, the following will clearly and completely describe the technical solutions in the embodiments of the present invention with reference to the drawings in the embodiments of the present invention. Obviously, the described embodiments are some, but not all, of the embodiments of the present invention. Based on the embodiments of the present invention, all other embodiments obtained by those of ordinary skill in the art without creative efforts shall fall within the protection scope of the present invention.

[0033] Embodiment 1: Please refer to Figure 1As shown in the figure, a course teaching quality evaluation system in this embodiment includes a data collection module, a graph building module, and an improvement management module;

[0034] Data collection module: Collects the operation data of teaching equipment through Internet of Things sensors. The operation data includes for projectors: startup success rate, normal image output rate. For audio equipment: signal transmission interruption rate, frequency response range. For lighting equipment: real-time brightness (lumen value) of each lamp. Uses the teaching equipment log recording system to collect historical data, such as the number of startup failures, maintenance records, etc. Sends the operation data and historical data to the graph building module;

[0035] Graph building module: After analyzing the operation data and historical data of teaching equipment, establishes a baseline for the teaching equipment, generates a Pareto chart based on the baseline, and sends the baseline and Pareto chart to the improvement management module;

[0036] Improvement management module: Analyzes the cause of the failure of teaching equipment, generates corresponding improvement measures based on the results of the failure cause analysis, evaluates the course teaching quality after implementing the improvement measures, generates a dynamic management strategy based on the evaluation results and sends it to the administrator.

[0037] This application collects the operation data of teaching equipment through the data collection module, uses the teaching equipment log recording system to collect historical data, the graph building module analyzes the operation data and historical data of teaching equipment to establish a baseline for the teaching equipment, generates a Pareto chart based on the baseline, the improvement management module analyzes the cause of the failure of teaching equipment, generates corresponding improvement measures based on the results of the failure cause analysis, evaluates the course teaching quality after implementing the improvement measures, generates a dynamic management strategy based on the evaluation results and sends it to the administrator. This evaluation system comprehensively collects and analyzes multi-dimensional data through the data collection module, establishes an operation status model in combination with the Pareto chart and the baseline, helps to comprehensively evaluate the operation status of the equipment, generates a dynamic management strategy based on the evaluation results, and realizes real-time monitoring and adjustment of the equipment status. Through a closed-loop management process, continuously optimize the equipment performance and improve the course teaching quality.

[0038] The working process of the evaluation system is as follows:

[0039] Collect the operation data of teaching equipment through Internet of Things sensors. The operation data includes projectors: startup success rate, image output normal rate. Audio equipment: signal transmission interruption rate, frequency response range. Lighting equipment: real-time brightness (lumen value) of each lamp. Use the teaching equipment log recording system to collect historical data, such as the number of startup failures, maintenance records, etc. After analyzing the operation data and historical data of the teaching equipment, establish a baseline for the teaching equipment, generate a Pareto chart based on the baseline, and conduct a failure cause analysis of the teaching equipment. Generate corresponding improvement measures based on the failure cause analysis results, and evaluate the teaching quality of the courses after implementing the improvement measures. Generate a dynamic management strategy based on the evaluation results and send it to the administrator.

[0040] Example 2: The data acquisition module collects the operation data of teaching equipment through Internet of Things sensors. The operation data includes projectors: startup success rate, image output normal rate. Audio equipment: signal transmission interruption rate, frequency response range. Lighting equipment: real-time brightness (lumen value) of each lamp. Use the teaching equipment log recording system to collect historical data, such as the number of startup failures, maintenance records, etc.;

[0041] Projector: Install sensors inside or outside the projector to detect indicators such as startup status and whether the image output is normal.

[0042] Audio equipment: Install signal transmission sensors in the audio system to monitor the interruption of signal transmission and collect frequency response range data.

[0043] Lighting equipment: Install brightness sensors for each lamp to monitor the brightness value (lumen value) of the lamp in real time.

[0044] Log recording system: Integrate the log recording system inside the device to track historical data such as the number of startup failures and maintenance records of the device.

[0045] The teaching equipment includes projectors, audio equipment, and lighting equipment. The data acquisition module obtains the image output normal rate of the projectors, obtains the signal transmission interruption rate and frequency response range deviation of the audio equipment, obtains the lumen fluctuation amplitude of the lighting equipment, and obtains the historical usage frequency, startup failure rate, and failure incidence rate of each teaching equipment;

[0046] Transmit the real-time collected data and historical data to the centralized data storage platform through the Internet of Things network or other communication protocols (such as Wi-Fi, Bluetooth, LoRa, etc.). Clean invalid or duplicate data to ensure data accuracy. Conduct outlier detection on the collected data, identify and correct errors to ensure data validity. Standardize the data collected by various sensors for subsequent analysis and processing. Store the real-time data and historical data collected in the data storage system. Common storage methods include cloud storage, databases (such as SQL, NoSQL databases), etc. Mark time stamps, device numbers, etc. for historical data to ensure data traceability and facilitate subsequent analysis and management. Regularly synchronize the collected data to the central database or data analysis platform to ensure data timeliness. Regularly back up the data to prevent data loss or damage and ensure data security.

[0047] The acquisition logic of the normal image output rate is as follows: After obtaining the number of normal image outputs of the projector, divide the number of normal image outputs by the total number of outputs to obtain the normal image output rate.

[0048] The acquisition logic of the signal transmission interruption rate is as follows: After obtaining the number of signal interruptions of the audio device, divide the number of signal interruptions by the total working duration to obtain the signal transmission interruption rate.

[0049] The acquisition logic of the frequency response range deviation is as follows: Obtain the real-time frequency response value of the audio device, subtract the standard frequency response value from the real-time frequency response value to obtain the frequency response difference, and take the absolute value of the frequency response difference as the frequency response range deviation.

[0050] The acquisition logic of the lumen fluctuation amplitude is as follows: Obtain the real-time brightness of each lighting lamp in the lighting device, calculate the brightness standard deviation by combining the real-time brightness of multiple lighting lamps, and take the brightness standard deviation as the lumen fluctuation amplitude.

[0051] 1) The relationship between the normal image output rate and teaching quality: The normal image output rate is the ratio calculated by dividing the number of normal image outputs by the total number of outputs. A higher normal image output rate (close to 100%) indicates that the projector's image output is stable and normal, capable of providing a clear and uninterrupted audio-visual experience, and the teaching quality is high. A lower normal image output rate (close to 0%) indicates that the projector's image output frequently fails or interrupts, affecting the quality of the content presented in class and resulting in a decline in teaching quality. The higher the normal image output rate, the better the teaching quality usually is. Conversely, the teaching quality may be affected.

[0052] 2) Relationship between signal transmission interruption rate and teaching quality: The signal transmission interruption rate is a ratio calculated by dividing the number of signal interruptions by the total working duration. A lower signal transmission interruption rate (close to 0%) indicates stable signal transmission of the audio equipment, clear and uninterrupted sound output, and smooth conveyance of the sound content in teaching activities, resulting in higher teaching quality. A higher signal transmission interruption rate (close to 100%) indicates unstable signal transmission of the audio equipment, with frequent sound interruptions or unclear sounds in the classroom, seriously affecting the classroom teaching effect. The lower the signal transmission interruption rate, the better the teaching quality usually is. Conversely, the teaching quality is affected.

[0053] 3) Relationship between frequency response range deviation and teaching quality: The frequency response range deviation is the absolute value calculated by the difference between the real-time frequency response value and the standard frequency response value, representing the deviation degree of the output frequency of the audio equipment. A smaller frequency response range deviation (close to 0) indicates that the audio equipment can accurately transmit the frequency range that meets the standard, with higher sound clarity and realism, which is beneficial to improving the auditory experience of teaching and resulting in higher teaching quality. A larger frequency response range deviation (with a large deviation) indicates that there is a large error in the frequency output of the audio equipment, which may lead to sound distortion or unclarity, affecting the teaching effect and resulting in lower teaching quality. The smaller the frequency response range deviation, the better the teaching quality usually is. Conversely, the teaching quality may be affected.

[0054] 4) Relationship between lumen fluctuation amplitude and teaching quality: The lumen fluctuation amplitude measures the brightness volatility of classroom lighting through the standard deviation of the real-time brightness of multiple lighting fixtures. A smaller lumen fluctuation amplitude (close to 0) indicates stable brightness of the lighting equipment, uniform light in the entire classroom, which is suitable for teaching activities, can provide a good visual experience, and results in higher teaching quality. A larger lumen fluctuation amplitude (with large fluctuations) indicates unstable brightness of the lighting equipment, with possible over-bright or over-dark local areas, affecting students' eyesight and learning experience, and resulting in lower teaching quality. The smaller the lumen fluctuation amplitude, the better the teaching quality usually is. Conversely, the teaching quality may be affected.

[0055] After analyzing the operation data and historical data of the teaching equipment, the graph building module establishes a baseline for the teaching equipment, generates a Pareto chart based on the baseline, and sends the baseline and Pareto chart to the improvement management module;

[0056] The graph building module is based on the benchmark values obtained from the operation data and historical data, including the normal rate threshold, interruption rate threshold, deviation threshold, and fluctuation threshold;

[0057] Compare the image output normal rate with the normal rate threshold, the signal transmission interruption rate with the interruption rate threshold, the frequency response range deviation with the deviation threshold, and the lumen fluctuation amplitude with the fluctuation threshold to complete the establishment of the baseline;

[0058] Obtain the historical usage frequency, startup failure rate, and fault incidence rate of each teaching device, perform normalization processing on the usage frequency, startup failure rate, and fault incidence rate, map the value ranges of the usage frequency, startup failure rate, and fault incidence rate to between [0, 1], sum the normalized usage frequency, startup failure rate, and fault incidence rate to obtain the importance value of the teaching device, sum the importance values of all teaching devices to obtain the total importance, and obtain the weight of the teaching device by dividing the importance value by the total importance;

[0059] After combining the weight of the teaching device with the baseline, automatically draw the Pareto chart of each teaching device.

[0060] The graph building module first obtains the baseline value of each teaching device. The logic for obtaining the projector baseline value: Obtain it by subtracting the normal rate threshold from the image output normal rate. The logic for obtaining the audio device baseline value: Obtain the interruption rate difference by subtracting the signal transmission interruption rate from the interruption rate threshold, obtain the deviation difference by subtracting the frequency response range deviation from the deviation threshold, and sum the interruption rate difference and the deviation difference to obtain the audio device baseline value. The logic for obtaining the lighting device baseline value: Obtain it by subtracting the lumen fluctuation amplitude from the fluctuation threshold;

[0061] Map the weight of the teaching device to the baseline value, that is, the weight of the teaching device is the weight of the baseline value, draw the Pareto chart. In the Pareto chart, the X-axis represents the baseline value of the teaching device, and the Y-axis represents the weight of the teaching device baseline value.

[0062] Teaching devices include projectors, audio devices, and lighting devices. The data acquisition module obtains the image output normal rate of the projector, obtains the signal transmission interruption rate and frequency response range deviation of the audio device, obtains the lumen fluctuation amplitude of the lighting device, and obtains the historical usage frequency, startup failure rate, and fault incidence rate of each teaching device.

[0063] The improvement management module analyzes the causes of faults in teaching devices, generates corresponding improvement measures based on the results of the fault cause analysis, evaluates the quality of course teaching after implementing the improvement measures, generates a dynamic management strategy in combination with the evaluation results and sends it to the administrator;

[0064] The improvement management module evaluates the quality of course teaching after implementing the improvement measures, obtains the image output normal rate of the projector after implementing the improvement measures, obtains the signal transmission interruption rate and frequency response range deviation of the audio device, obtains the lumen fluctuation amplitude of the lighting device, and obtains the classroom lighting compliance rate and the equipment fault reduction rate;

[0065] Comprehensively calculate to obtain the quality impact factor, and the expression is:

[0066] Where, effect is the quality impact factor, τ is the classroom lighting compliance rate, σ is the equipment failure reduction rate, yx is the signal transmission interruption rate, yc is the frequency response range deviation, zb is the lumen fluctuation amplitude, tz is the normal image output rate, γ1 and γ2 are proportionality coefficients, and both γ1 and γ2 are greater than 0;

[0067] The larger the quality impact factor, the worse the improvement effect of the course teaching quality after implementing the improvement measures. Compare the obtained quality impact factor with the preset quality threshold. If the quality impact factor is less than or equal to the quality threshold, it is evaluated that the improvement effect of the course teaching quality is good after implementing the improvement measures. If the quality impact factor is greater than the quality threshold, it is evaluated that the improvement effect of the course teaching quality is poor;

[0068] If the teaching quality is significantly improved, the equipment failure rate drops, and the teaching process becomes smoother after implementing the improvement measures, the following dynamic management strategies can be adopted: maintain and further optimize the achieved results. On the basis of continuous optimization, make refined adjustments to ensure stability. Identify potential risks in advance and further reduce the equipment failure rate.

[0069] Dynamic management strategies: Incorporate the improved equipment into the regular maintenance plan to ensure that the equipment remains in good working condition. Continue to monitor the operating status of the equipment through the Internet of Things and sensors to ensure the continuous stability of performance. Increase equipment redundancy and backup systems to reduce the impact of any sudden failures on teaching. According to the improvement of teaching quality, further optimize the course arrangement and content to make the best use of efficient teaching equipment. Regularly review and adjust the teaching plan to ensure the best fit between the course content and equipment performance. Through continuous teaching quality feedback, timely understand the needs and experiences of teachers and students and make fine-tuning. Regularly provide equipment usage training for teachers to improve their operation skills and provide a good learning environment for students. On the basis of existing successful models, consider introducing new teaching technologies or tools (such as smart classrooms, virtual reality, etc.) to further improve teaching quality. Expand the application scope of the improvement measures and consider applying the successful experience to other courses or teaching scenarios. Continuously collect and analyze teaching data and use big data analysis to further optimize teaching quality. Dynamically adjust equipment configuration and teaching resources to adapt to the needs of different courses.

[0070] If the teaching quality fails to achieve the expected improvement or even new problems arise after implementing the improvement measures, the following dynamic management strategies can be adopted:

[0071] Deeply analyze the reasons for non-compliance, identify the deficiencies and make adjustments. Revise and optimize the existing improvement measures to ensure that the measures can effectively solve the problems. Respond quickly and take measures to fix the problems to avoid further impact on teaching quality.

[0072] Dynamic management strategy: Re-evaluate the causes of failures, including equipment failures themselves, implementation issues of improvement measures, environmental factors, etc. Use more refined data analysis methods, such as deep learning or machine learning, for failure mode recognition to identify factors that may have been overlooked. Analyze whether there are execution deviations in the implemented improvement measures and optimize or replace the measures. If certain equipment problems still cannot be solved, consider replacing the equipment or adding backup equipment to improve the reliability and fault tolerance of the equipment. Analyze whether there are improper operations or insufficient training, re-develop the operation manual and provide better training for operators. If the failure is related to environmental factors (such as temperature, humidity, dust, etc.), consider improving the teaching environment, such as installing air conditioners, air purification systems or regularly cleaning the equipment. Strengthen the stability of infrastructure such as power and network to prevent these external factors from affecting the normal operation of the equipment. Re-evaluate the allocation of teaching resources, adjust the usage scenarios of the equipment to ensure that the equipment does not operate overloaded. Consider whether additional backup equipment or alternative solutions are needed to handle sudden failures. In the case where equipment failures cannot be solved, develop an emergency plan to ensure that teachers can quickly switch to alternative solutions to ensure the smooth progress of the classroom. Establish a failure response mechanism to ensure that problems can be quickly located and solved when they occur, avoiding long-term impacts on teaching. Enhance the real-time monitoring and feedback mechanism to enable immediate adjustment after problems are discovered to ensure a quick response. Set up effective feedback channels for roles such as teachers, students, and equipment administrators to ensure that problems can be quickly reported and solutions obtained at each link.

[0073] The improvement management module collects failure records: Collect equipment failure data from the log record system and data acquisition module of teaching equipment, including information such as failure type, occurrence time, equipment model, and impact scope, such as projector startup failure, audio signal interruption, lighting equipment brightness fluctuation, etc. Record the occurrence frequency and time distribution of failures to help analyze the failure mode. By knowing the equipment model, it is convenient to identify whether there are common failures of specific equipment. Record the teaching areas or equipment affected by the failure and evaluate its impact on teaching quality. Organize and classify the failure data according to dimensions such as equipment type, failure occurrence time, and failure type to prepare for subsequent analysis.

[0074] Analyze the failure frequencies of different devices or device functions (such as projectors, audio systems, lighting), and identify areas with high failure rates. Through historical data analysis, identify common failure modes for each device (for example, a projector's startup failure may be caused by power problems, signal connection issues, etc.). Based on operating data (such as normal image output rate, signal transmission interruption rate, brightness fluctuations, etc.), find the correlation between device performance fluctuations and the occurrence of failures to help locate potential causes of failures. Consider environmental factors where the device is located (such as temperature and humidity, dust, usage frequency, etc.), and analyze the impact of these factors on device failures. By analyzing the device's maintenance records, understand whether there are design defects in the device or problems where effective maintenance has not been carried out for a long time.

[0075] Classification of failure causes:

[0076] Hardware failures: Such as damage to device components, circuit failures, device aging, etc.

[0077] Software failures: Such as bugs in the device's control system software, untimely updates, etc.

[0078] Operation problems: Such as improper use, improper maintenance, or device configuration not meeting requirements, etc.

[0079] Environmental factors: External factors such as excessive temperature, excessive dust, unstable power, etc.

[0080] Failure trend analysis: Through trend analysis of historical failure data, evaluate the long-term development trend of failures, and predict the types and frequencies of possible future failures.

[0081] If hardware failures occur frequently, it may be necessary to upgrade the device, replace components, or add redundant devices. For aging devices, a regular inspection and replacement plan can be set up to prevent the device from failing at critical moments. Upgrade or repair the software system to fix bugs and improve the stability of the device. If the device's software is incompatible, consider replacing it with a control system or software version that is more suitable for the current device.

[0082] Provide operation training for users to ensure the correct use of the device. Develop a detailed device operation manual and troubleshooting guide to help users quickly solve common problems. Improve the ventilation and temperature control conditions of the environment where the device is located to reduce the impact of factors such as high temperature, high humidity, and dust on the device. Install power protection equipment to ensure stable power supply and prevent voltage fluctuations from damaging the device. Introduce an intelligent monitoring system to monitor the device status in real time and give early warnings and handle failures in a timely manner. Set up a regular maintenance and servicing plan to ensure the long-term stable operation of the device.

[0083] Set priorities for improvement measures based on factors such as the severity of the faults, occurrence frequency, and impact on teaching quality. Prioritize the equipment and types of faults that have the greatest impact on teaching quality to ensure that teaching activities are not significantly affected.

[0084] Allocate corresponding resources such as personnel, equipment, and funds according to the priorities of the improvement measures to ensure the effective implementation of the measures. During the implementation of the improvement measures, conduct continuous tracking and supervision to ensure that the improvement work progresses as planned. Establish a feedback mechanism to collect feedback information after implementation to ensure that the improvement measures have achieved actual results.

[0085] The improvement management module obtains the teaching impact amplitude and the real-time fault occurrence rate of teaching equipment, and calculates the priority index of teaching equipment through the teaching impact amplitude and the real-time fault occurrence rate. The expression is: Yz = α * θ + β * ε, where Yz is the priority index, θ is the teaching impact amplitude, ε is the real-time fault occurrence rate, α and β are the adjustment coefficients of the teaching impact amplitude and the real-time fault occurrence rate respectively, and both α and β are greater than 0;

[0086] After obtaining the priority indexes of all teaching equipment, sort all teaching equipment in descending order according to the priority index to generate an equipment list. When multiple teaching equipment fail simultaneously, select the repair order of the teaching equipment according to the equipment list.

[0087] The acquisition logic of the teaching impact amplitude is: obtain the cumulative teaching interruption duration when the teaching equipment fails, and divide the cumulative teaching interruption duration by the number of teaching equipment to obtain the teaching impact amplitude.

[0088] All the above formulas are calculated by taking the numerical values after dimensionless. The formulas are obtained by collecting a large amount of data for software simulation to get a formula closest to the actual situation. The preset parameters in the formulas are set by those skilled in the art according to the actual situation.

[0089] In the description of this specification, the descriptions referring to terms such as "one embodiment", "example", "specific example", etc. mean that the specific features, structures, materials or characteristics described in connection with the embodiment or example are included in at least one embodiment or example of the present invention. In this specification, the schematic representations of the above terms do not necessarily refer to the same embodiment or example. Moreover, the specific features, structures, materials or characteristics described can be combined in a suitable manner in any one or more embodiments or examples.

[0090] The preferred embodiments of the present invention disclosed above are only used to help illustrate the present invention. The preferred embodiments do not describe all the details in detail, nor do they limit the invention to the specific implementation manners. Obviously, many modifications and variations can be made according to the content of this specification. These embodiments are selected and specifically described in this specification in order to better explain the principles and practical applications of the present invention, so that those skilled in the art can well understand and utilize the present invention. The present invention is only limited by the claims and their full scope and equivalents.

Claims

1. A course teaching quality evaluation system, characterized by: It includes data collection module, graph building module and improvement management module; Data collection module: collects teaching equipment operation data through IoT sensors and uses the teaching equipment log recording system to collect historical data; Graph establishment module: establishes a baseline for the teaching equipment after analyzing the operating data and historical data of the teaching equipment, and generates a Pareto chart based on the baseline; Improvement management module: Analyze the causes of teaching equipment failures, generate corresponding improvement measures based on the results of the failure cause analysis, and evaluate the course teaching quality after implementing the improvement measures. Combined with the evaluation results, a dynamic management strategy is generated and sent to the administrator.

2. A course teaching quality evaluation system according to claim 1, characterized in that: The data acquisition module obtains the normal rate of image output of the projector, the signal transmission interruption rate and frequency response range deviation of the audio equipment, the lumen fluctuation amplitude of the lighting equipment, and the historical usage frequency, startup failure rate and fault occurrence rate of each teaching device.

3. A course teaching quality evaluation system according to claim 2, characterized in that: The graph building module is based on obtaining benchmark values ​​of operating data and historical data, including a normal rate threshold, an interruption rate threshold, a deviation threshold, and a fluctuation threshold; The normal rate of image output is compared with the normal rate threshold, the signal transmission interruption rate is compared with the interruption rate threshold, the frequency response range deviation is compared with the deviation threshold, and the lumen fluctuation amplitude is compared with the fluctuation threshold to complete the establishment of the baseline; Obtain the historical usage frequency, startup failure rate, and failure occurrence rate of each teaching device, normalize the usage frequency, startup failure rate, and failure occurrence rate, map the value range of the usage frequency, startup failure rate, and failure occurrence rate to [0,1], sum the normalized usage frequency, startup failure rate, and failure occurrence rate to obtain the importance value of the teaching device, sum the importance values ​​of all teaching devices to obtain the total importance, and obtain the weight of the teaching device by dividing the importance value by the total importance; After combining the weight of the teaching equipment with the baseline, a Pareto chart of each teaching equipment is automatically drawn.

4. A course teaching quality evaluation system according to claim 3, characterized in that: The graph building module first obtains the benchmark value of each teaching device. The logic for obtaining the benchmark value of the projector is as follows: the normal rate of image output is subtracted from the normal rate threshold; the logic for obtaining the benchmark value of the audio equipment is as follows: the interruption rate difference is obtained by subtracting the signal transmission interruption rate from the interruption rate threshold; the deviation difference is obtained by subtracting the frequency response range deviation from the deviation threshold; the interruption rate difference and the deviation difference are summed to obtain the benchmark value of the audio equipment; the logic for obtaining the benchmark value of the lighting equipment is as follows: the fluctuation threshold is subtracted from the lumen fluctuation amplitude; Map the weight of the teaching equipment to the benchmark value, that is, the weight of the teaching equipment is the weight of the benchmark value, and draw a Pareto chart. In the Pareto chart, the X-axis represents the benchmark value of the teaching equipment, and the Y-axis represents the weight of the benchmark value of the teaching equipment.

5. A course teaching quality evaluation system according to claim 4, characterized in that: The improvement management module evaluates the course teaching quality after the improvement measures are implemented, obtains the normal rate of image output of the projector, the signal transmission interruption rate and the frequency response range deviation of the audio equipment, the lumen fluctuation amplitude of the lighting equipment, the classroom lighting compliance rate and the equipment failure reduction rate, and obtains the quality impact factor through comprehensive calculation after the improvement measures are implemented; The obtained quality impact factor is compared with the preset quality threshold. If the quality impact factor is less than or equal to the quality threshold, it is evaluated that the course teaching quality improvement effect is good after the implementation of the improvement measures. If the quality impact factor is greater than the quality threshold, it is evaluated that the course teaching quality improvement effect is poor after the implementation of the improvement measures.

6. A course teaching quality evaluation system according to claim 5, characterized in that: The improved management module comprehensively calculates and obtains the quality impact factor, and the expression is: Where effect is the quality impact factor, τ is the classroom lighting compliance rate, σ is the equipment failure reduction rate, yx is the signal transmission interruption rate, yc is the frequency response range deviation, zb is the lumen fluctuation amplitude, tz is the image output normal rate, γ1 and γ2 are proportional coefficients, and γ1 and γ2 are both greater than 0.

7. A course teaching quality evaluation system according to claim 6, characterized in that: The improved management module obtains the teaching impact amplitude and the real-time fault occurrence rate of the teaching equipment, and calculates the priority index of the teaching equipment through the teaching impact amplitude and the real-time fault occurrence rate, and the expression is: Yz=α*θ+β*ε, where Yz is the priority index, θ is the teaching impact amplitude, ε is the real-time fault occurrence rate, α and β are adjustment coefficients of the teaching impact amplitude and the real-time fault occurrence rate, respectively, and α and β are both greater than 0; After obtaining the priority index of all teaching equipment, all teaching equipment are sorted from large to small according to the priority index to generate a device list. When multiple teaching equipment fail at the same time, the maintenance order of the teaching equipment is selected according to the device list.

8. A course teaching quality evaluation system according to claim 2, characterized in that: The logic for obtaining the normal image output rate is as follows: after obtaining the number of normal image outputs of the projector, the normal image output number is divided by the total output number to obtain the normal image output rate; The logic for obtaining the signal transmission interruption rate is as follows: after obtaining the number of signal interruptions of the audio device, the signal transmission interruption rate is obtained by dividing the number of signal interruptions by the total working time; The logic for obtaining the frequency response range deviation is as follows: obtaining the real-time frequency response value of the audio device, subtracting the standard frequency response value from the real-time frequency response value to obtain the frequency response difference, and taking the absolute value of the frequency response difference as the frequency response range deviation; The logic for obtaining the lumen fluctuation amplitude is as follows: obtaining the real-time brightness of each lamp in the lighting device, calculating the brightness standard deviation in combination with the real-time brightness of multiple lamps, and using the brightness standard deviation as the lumen fluctuation amplitude.

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