Teacher-student interaction system and method for electricity experiment teaching

Abstract

The invention provides an electricity experiment teaching teacher-student interaction system and method, and relates to the technical field of artificial intelligence and man-machine interaction, and the system comprises an electricity experiment project online simulation module which is used for guiding students to start online simulation to carry out electricity experiment projects configured by teachers in advance; and the teacher-student teaching interaction module is used for assisting teaching interaction between the teacher and the students in the process that the students carry out the electricity experiment project on-line simulation. A teacher can configure an electricity experiment project in advance according to teaching requirements, after configuration, students are guided to start on-line simulation, the students can operate the electricity experiment project anytime and anywhere through the intelligent terminals of the students, and in the process that the students conduct on-line simulation on the electricity experiment project, the students can conduct on-line simulation on the electricity experiment project. The system assists teaching interaction between teachers and students, the convenience of simulation experiments and the configurable flexibility are improved, and the simulation experiment teaching efficiency and effect are further improved.

Description

Technical Field

[0001] The present invention relates to the fields of artificial intelligence and human-computer interaction, and particularly to a teacher-student interaction system and method for electrical experiment teaching. Background Art

[0002] Electrical experiments involve live operations. Conducting experiments directly on experimental equipment without sufficient understanding of the relevant experiments may lead to the risk of electric shock and even damage to the experimental equipment. Therefore, it is necessary to conduct simulation experiments first.

[0003] However, when conducting simulation experiments on electrical experiments at present, most students need to go to the school computer room to uniformly use the fixed course simulation software on the computers in the computer room for simulation experiments. The convenience and flexibility of configuration of the simulation experiments are insufficient. In addition, there is a lack of system assistance for teaching interaction between teachers and students during the simulation experiments on electrical experiments, which reduces the teaching efficiency and effect of the simulation experiments. Moreover, with the increasing popularity of artificial intelligence technology, how to use AI to assist in teaching interaction between teachers and students has become an urgent problem to be solved.

[0004] Therefore, there is an urgent need for a solution. Summary of the Invention

[0005] One of the purposes of the present invention is to provide a teacher-student interaction system for electrical experiment teaching. Teachers can configure electrical experiment projects in advance according to their teaching needs. After configuration, they can guide students to start online simulation. Students can operate electrical experiment projects at any time and place through their own intelligent terminals. During the process of students conducting electrical experiment projects through online simulation, the system assists in teaching interaction between teachers and students, improving the convenience and flexibility of configuration of the simulation experiments, and further improving the teaching efficiency and effect of the simulation experiments.

[0006] A teacher-student interaction system for electrical experiment teaching provided by an embodiment of the present invention includes:

[0007] An online simulation module for electrical experiment projects, which is used to guide students to start online simulation for electrical experiment projects pre-configured by teachers;

[0008] A teacher-student teaching interaction module, which is used to assist in teaching interaction between teachers and students based on artificial intelligence technology during the process of students conducting electrical experiment projects through online simulation.

[0009] Optionally, the configurable parameters of the electrical experiment projects at least include: experiment instruction manuals, experiment report templates, experimental equipment, and experiment duration.

[0010] Optionally, the teacher-student interaction system for electrical experiment teaching further includes:

[0011] An experiment scoring module, which is used for:

[0012] Obtain the experimental data of students completing the electrical experiment project through online simulation;

[0013] Based on the experimental scoring criteria preset by the teacher, determine the experimental score according to the experimental data;

[0014] Push the experimental score to the students and the teacher.

[0015] Optionally, the electrical experiment project and the experimental scoring criteria are pre-stored in the cloud database.

[0016] Optionally, during the process of students conducting the electrical experiment project through online simulation, the teacher-student teaching interaction module assists in the teaching interaction between the teacher and the students, including:

[0017] Based on artificial intelligence technology, identify the students in need of help with experimental difficulties and the corresponding time when the difficulties occur;

[0018] Based on the experimental perspective sequence of the students conducting the electrical experiment project through future online simulation after the time when the difficulties occur, formulate a teaching perspective sequence;

[0019] Based on the teaching perspective sequence, assist the teacher to teach the students in need of help online to solve the experimental difficulties that occur;

[0020] Whenever the teacher enters any teaching perspective in the teaching perspective sequence online, based on the teaching perspective that the teacher enters online, determine the mechanism for identifying bystander students;

[0021] Based on the mechanism for identifying bystander students, identify the bystander students;

[0022] Guide the bystander students to enter the teaching perspective that the teacher enters online.

[0023] Optionally, the formulating of the teaching perspective sequence based on the experimental perspective sequence of the students conducting the electrical experiment project through future online simulation after the time when the difficulties occur includes:

[0024] Take the i-th to the (i + j)-th experimental perspectives in the experimental perspective sequence as the teaching perspective sequence;

[0025] Among them, the value-taking steps of i and j are as follows:

[0026] i takes values under the constraint of the first constraint; among them, the first constraint includes: the target ability value that is the first to be lower than the first ability threshold in the experimental perspective-ability curve corresponds to the i-th experimental perspective in the experimental perspective sequence;

[0027] j takes the maximum value under the joint constraint of the second constraint and the third constraint;

[0028] Among them, the second constraint includes that at least one same experimental modality is shared by the first i + j experimental perspectives in the experimental perspective sequence;

[0029] The third constraint includes that the peak ability value of the first peak higher than the second ability threshold in the experimental perspective - ability curve corresponds to the k-th experimental perspective in the experimental perspective sequence; the absolute value of the difference between k and j does not exceed the absolute value threshold;

[0030] Among them, the steps for establishing the experimental perspective - ability curve are as follows:

[0031] Predict the ability values of the students to be assisted to conduct experiments independently after entering each experimental perspective in the experimental perspective sequence;

[0032] Based on the curve establishment template, establish the experimental perspective - ability curve according to the ability values of the students to be assisted to conduct experiments independently after entering each experimental perspective in the experimental perspective sequence; among them, the abscissa of the curve establishment template is the experimental perspective, and the ordinate is the ability value.

[0033] Optionally, determining the mechanism for identifying bystander students based on the teaching perspective entered by the teacher online includes:

[0034] Generating the mechanism for identifying bystander students includes:

[0035] Identifying the bystander students among the students who, except for the students to be assisted, have entered the historical experimental perspectives corresponding to the teaching perspective entered by the teacher online in history or will enter the future experimental perspectives corresponding to the teaching perspective entered by the teacher online within the preset future time or have published learning interests corresponding to the teaching perspective entered by the teacher online in the learning interest library.

[0036] Optionally, during the process of students conducting electrical experiment projects through online simulation, assisting in the teaching interaction between the teacher and the students further includes:

[0037] Displaying the virtual classroom floor plan to the matchable students among the students except for the students to be assisted and the bystander students; among them, the initial state of the classroom seat distribution in the virtual classroom floor plan is the seat distribution of the students in the real classroom;

[0038] Traversing each matchable student in turn;

[0039] Each time when traversing, performing dynamic configuration processing on the classroom seat distribution in the virtual classroom floor plan displayed to the traversed matchable student;

[0040] Assisting the traversed matchable student to select the student to be matched based on the classroom seat distribution after the dynamic configuration processing;

[0041] Matching the traversed matchable student with the student to be matched for online collaborative experiments;

[0042] Support teachers to conduct online collaborative experiment guidance for the matchable students traversed and the students to be matched.

[0043] Optionally, the dynamic configuration process for the classroom seat distribution shown in the virtual classroom floor plan traversed to the matchable students includes:

[0044] Revoke the seats of the students to be helped and the auditing students in the classroom seat distribution;

[0045] Based on the matching degree analysis system, analyze the first matching degree of multiple first matching pairs between the matchable students traversed and other matchable students, and the second matching degree of multiple second matching pairs between other matchable students pairwise;

[0046] Sort each first matching pair in descending order of the first matching degree to obtain a first matching pair sequence;

[0047] Sort each second matching pair in ascending order of the second matching degree to obtain a second matching pair sequence;

[0048] Determine the first local sequence with the proportion of the first preset sequence from the first matching pair sequence;

[0049] Determine the second local sequence with the proportion of the second preset sequence from the second matching pair sequence; the number of second matching pairs in the second local sequence does not exceed the total number of first matching pairs;

[0050] Determine the first target to be configured and the second target to be configured; wherein, the first target to be configured is other matchable students who exist in both the first matching pairs in the first local sequence and the second matching pairs in the second local sequence and the number of second matching pairs in the second local sequence exceeds the logarithm threshold; the second target to be configured is other matchable students except the first target to be configured;

[0051] Set the seats of the first target to be configured in the classroom seat distribution in the first seat matrix of the matchable students traversed;

[0052] Set the seats of the second target to be configured in the classroom seat distribution in the second seat matrix of the matchable students traversed; the seats in the first seat matrix are closer to the seats of the matchable students traversed than the second seat matrix.

[0053] A method for teacher-student interaction in electrical experiment teaching provided by an embodiment of the present invention includes:

[0054] Guide students to start online simulation for the electrical experiment projects pre-configured by teachers;

[0055] Based on artificial intelligence technology, during the process of students' online simulation of electrical experiment projects, it assists in the teaching interaction between teachers and students.

[0056] Other features and advantages of the present invention will be described in the following specification, and in part, will become apparent from the specification, or will be understood by implementing the present invention. The objectives and other advantages of the present invention can be achieved and obtained by the structures specifically pointed out in the written specification and the drawings.

[0057] The technical solution of the present invention will be further described in detail below through the drawings and embodiments. Description of the Drawings

[0058] The 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 drawings:

[0059] Figure 1 It is a schematic diagram of a teacher-student interaction system for electrical experiment teaching in an embodiment of the present invention;

[0060] Figure 2 It is a schematic diagram of a teacher-student interaction method for electrical experiment teaching in an embodiment of the present invention. Detailed Embodiments

[0061] The following describes the preferred embodiments of the present invention with reference to the drawings. It should be understood that the preferred embodiments described herein are only used to illustrate and explain the present invention and are not used to limit the present invention.

[0062] The embodiment of the present invention provides a teacher-student interaction system for electrical experiment teaching, as Figure 1 shown, including:

[0063] An online simulation module 1 for electrical experiment projects, which is used to guide students to start online simulation of electrical experiment projects pre-configured by teachers;

[0064] A teacher-student teaching interaction module 2, which is used to assist in the teaching interaction between teachers and students during the process of students' online simulation of electrical experiment projects based on artificial intelligence technology.

[0065] Teachers can pre-configure electrical experiment projects according to their teaching needs. After configuration, they guide students to start online simulation. Students can operate electrical experiment projects at any time and place through their intelligent terminals (computers, tablets, etc.). During the process of students' online simulation of electrical experiment projects, the system assists in the teaching interaction between teachers and students, improving the convenience and flexibility of the simulation experiment, and further improving the teaching efficiency and effect of the simulation experiment.

[0066] In one embodiment, the configurable parameters of the electrical experiment project at least include: experiment instruction manual, experiment report template, experimental equipment, and experiment duration.

[0067] The experiment instruction manual contains experiment procedures, experiment specifications, and experiment precautions, etc., to help students understand how to correctly conduct simulation experiments. The experiment report template is for students to fill in during the simulation experiment, and they can fill in experimental data, experimental questions, etc. The experimental equipment is the equipment that needs to be operated in the simulation experiment. The experiment duration is the duration required for the simulation experiment.

[0068] In one embodiment, the electrical experiment teaching teacher-student interaction system further includes:

[0069] An experiment scoring module, which is used for:

[0070] Obtaining the experimental data of the electrical experiment project completed by the student through online simulation;

[0071] Based on the experimental scoring criteria preset by the teacher, determining the experimental score according to the experimental data;

[0072] Pushing the experimental score to the student and the teacher.

[0073] After the student completes the electrical experiment project through online simulation, experimental data will be generated. Combining with the experimental scoring criteria preset by the teacher, the experimental score can be determined. There are score values corresponding to different experimental data in the experimental scoring criteria. Finally, the experimental score is pushed to the student and the teacher so that they can each understand the scoring situation.

[0074] In one embodiment, the electrical experiment project and the experimental scoring criteria are pre-stored in the cloud database.

[0075] The electrical experiment project and the experimental scoring criteria can be pre-stored in the cloud database for the convenience of the system to be used online.

[0076] In the application scenario of the present invention where students can operate electrical experiment projects anytime and anywhere through their smart terminals, since the teacher and the student are not in the same physical space, the teacher cannot quickly understand the experimental difficulties encountered by the student, nor can the teacher determine the best time to help the student with experimental difficulties; in addition, the process of the teacher helping the student with experimental difficulties may be beneficial to other students, and they need to listen in. The teacher cannot quickly determine the students who need to listen in, nor can the teacher determine the best time for the students who need to listen in to listen in.

[0077] Therefore, to solve these problems, in one embodiment, during the process of the student conducting the electrical experiment project through online simulation, the teacher-student teaching interaction module assists in the teaching interaction between the teacher and the student, including:

[0078] Based on artificial intelligence technology, identify students who are having difficulties in experiments and need help, as well as the corresponding time when the difficulties occur;

[0079] Based on the experimental perspective sequence of the electrical experiment project in the future online simulation after the time when the difficulties occur for the students who need help, formulate a teaching perspective sequence;

[0080] Based on the teaching perspective sequence, assist teachers to teach the students who need help online to solve the experimental difficulties that occur;

[0081] Whenever a teacher enters any teaching perspective in the teaching perspective sequence online, based on the teaching perspective that the teacher enters online, determine the mechanism for identifying bystander students;

[0082] Based on the mechanism for identifying bystander students, identify bystander students;

[0083] Guide bystander students to enter the teaching perspective that the teacher enters online.

[0084] When identifying students who need help, the experimental operation behaviors of the students can be analyzed to determine whether they are having experimental difficulties. For example, if a student makes mistakes in multiple operations, then the student is regarded as a student who needs help; the time when the difficulty occurs is the time when the student who needs help has experimental difficulties. Specifically, a large number of experimental difficulties that have occurred in the history of students can be used as training samples to train a machine learning model to obtain an identification model, and this identification model is used to identify students who need help and the corresponding time when the difficulties occur. When students conduct electrical experiment projects through online simulation, they need to operate the simulation model of the electrical experiment project, and the system will plan the experimental perspectives that they need to enter in sequence according to the experimental process to form an experimental perspective sequence. Under each experimental perspective, students need to complete the operations of the corresponding experimental process. Based on the experimental perspective sequence of the electrical experiment project in the future online simulation after the time when the difficulties occur for the students who need help, formulate a teaching perspective sequence. The teaching perspective sequence indicates the best time for teachers to help the students who need help. Teachers can quickly implement help for the students who need help by entering the teaching perspectives in the teaching perspective sequence in turn. When a teacher enters each teaching perspective, the content included in the teaching perspective that the teacher enters can reflect which other students it is beneficial to. Therefore, the mechanism for identifying bystander students can be determined based on this. The mechanism for identifying bystander students is used to identify bystander students who need to observe, and their online entry into the teaching perspective that the teacher enters online can conduct observation at the best time.

[0085] In an embodiment of the present invention, students who have difficulties in experiments are automatically identified, and based on the experimental perspective sequence of an electrical experiment project in future online simulations after the time when the difficulties occur for the students to be helped, a teaching perspective sequence is formulated. Based on the teaching perspective sequence, teachers are assisted to teach the students to be helped online to solve the experimental difficulties that occur, helping teachers quickly understand the experimental difficulties of the students and determine the best timing to help the students with experimental difficulties. Teachers can directly enter the teaching perspectives in the teaching perspective sequence in turn to provide the best timing help to the students to be helped, which is very convenient and greatly improves the teaching effect of the application scenario of the present invention; whenever a teacher online enters any teaching perspective in the teaching perspective sequence, based on the teaching perspective that the teacher enters online, a mechanism for identifying bystander students is determined, and bystander students are identified accordingly, guiding the bystander students to enter online the teaching perspective that the teacher enters online, helping teachers quickly determine the students who need to be bystanders, and they can enter online the teaching perspective that the teacher enters online to conduct bystander observation at the best timing, further improving the teaching effect of the application scenario of the present invention.

[0086] Furthermore, in the application scenario of the present invention where teachers can directly enter the teaching perspectives in the teaching perspective sequence in turn to provide the best timing help to the students to be helped, if teachers help the students to be helped through the teaching perspective too early, it may affect the experimental process of the students to be helped and reduce the appropriateness of the help because the students to be helped may be able to solve the experimental difficulties by themselves with continuous efforts before being helped. If teachers help the students to be helped through the teaching perspective too late, it may also reduce the timeliness of the help and affect the experimental efficiency of the students.

[0087] Therefore, to solve the above problems, in one embodiment, the formulating the teaching perspective sequence based on the experimental perspective sequence of an electrical experiment project in future online simulations after the time when the difficulties occur for the students includes:

[0088] Taking the i-th to the (i + j)-th experimental perspectives in the experimental perspective sequence as the teaching perspective sequence;

[0089] Among them, the value-taking steps of i and j are as follows:

[0090] i takes values under the constraint of the first constraint; among them, the first constraint includes: the target ability value that is the first to be lower than the first ability threshold in the experimental perspective-ability curve corresponds to the i-th experimental perspective in the experimental perspective sequence;

[0091] j takes the maximum value under the joint constraint of the second constraint and the third constraint;

[0092] Among them, the second constraint includes: the first i + j experimental perspectives in the experimental perspective sequence share at least one same experimental modality;

[0093] The third constraint includes: the peak ability value that is higher than the second ability threshold for the first time in the experimental perspective-ability curve corresponds to the k-th experimental perspective in the experimental perspective sequence; the absolute value of the difference between k and j does not exceed the absolute value threshold.

[0094] Among them, the steps for establishing the experimental perspective-ability curve are as follows:

[0095] Predict the ability value of the student to be assisted to conduct experiments independently after entering each experimental perspective in the experimental perspective sequence.

[0096] Based on the curve establishment template, according to the ability value of the student to be assisted to conduct experiments independently after entering each experimental perspective in the experimental perspective sequence, establish the experimental perspective-ability curve; among them, the abscissa of the curve establishment template is the experimental perspective, and the ordinate is the ability value.

[0097] First, establish the experimental perspective-ability curve. When predicting the ability value of the student to be assisted to conduct experiments independently after entering each experimental perspective in the experimental perspective sequence, the maximum similarity between multiple experimental operations that the student to be assisted has performed historically and the experimental operations required after entering the experimental perspective can be used as the ability value of the student to be assisted to conduct experiments independently after entering the experimental perspective. Find the corresponding coordinates of the ability value corresponding to each experimental perspective in the curve establishment template in turn, and then connect the coordinates in turn to obtain the experimental perspective-ability curve.

[0098] Next, the ability value represents the degree of the ability of the student to be assisted to conduct experiments independently after entering the experimental perspective. The first ability threshold is a threshold representing a relatively small ability value. When the first target ability value lower than the first ability threshold appears in the experimental perspective-ability curve, it means that in the corresponding experimental perspective, the student begins to show a certain situation of being unable to solve experimental difficulties and needs the help of the teacher. After i is determined, the first target ability value lower than the first ability threshold corresponds to the i-th experimental perspective.

[0099] Then, the experimental modality at least includes: experimental equipment, experimental principle, experimental goal, etc. Constraining the first i + j experimental perspectives in the experimental perspective sequence to share at least one same experimental modality can make it valuable and necessary for the teacher to take the i-th to the (i + j)-th experimental perspectives in the experimental perspective sequence as the teaching perspective sequence and enter the teaching perspectives in turn to continuously assist the students to be helped. The second ability threshold is the threshold with a relatively large representative ability value. When the first peak ability value higher than the second ability threshold appears in the experimental perspective-ability curve, it means that under the corresponding experimental perspective, the student has sufficient ability to continue the experiment without the need for teacher assistance. The absolute value threshold is the threshold with a relatively small representative absolute value of the difference. By setting the second constraint and the third constraint in this way, j can take the maximum value under the joint constraint of the second constraint and the third constraint, which can make it valuable and necessary for the teacher to enter the teaching perspectives in turn to continuously assist the students to be helped, and on the premise of ensuring this, as much as possible ensure that after the teacher's continuous assistance, it is as close as possible to the time when the student has sufficient ability to continue the experiment, comprehensively improving the suitability.

[0100] In the embodiment of the present invention, the i-th to the (i + j)-th experimental perspectives in the experimental perspective sequence are used as the teaching perspective sequence. By establishing an experimental perspective-ability curve and adaptively setting the value constraints of i and j based on the performance of the experimental perspective-ability curve, the formulation efficiency and formulation suitability of the teaching perspective sequence are greatly improved, avoiding the teacher's assistance through the teaching perspective to the students to be helped too early from affecting the experimental process of the students to be helped and reducing the suitability of the assistance, and also avoiding the teacher's assistance through the teaching perspective to the students to be helped too late from reducing the timeliness of the assistance and affecting their experimental efficiency.

[0101] In one embodiment, the determining the mechanism for identifying bystander students based on the teaching perspective entered by the teacher online includes:

[0102] Generating the mechanism for identifying bystander students includes:

[0103] Identifying the bystander students among the students who have entered the historical experimental perspective corresponding to the teaching perspective entered by the teacher online in history or will enter the future experimental perspective corresponding to the teaching perspective entered by the teacher online within a preset future time or have published the learning interest corresponding to the teaching perspective entered by the teacher online in the learning interest library, excluding the students to be helped.

[0104] The preset time can be 10 minutes. When students are doing experiments, they can publish their learning interests in the learning interest library. The historical experimental perspective corresponding to the teaching perspective entered by the teacher online refers to the student's own experimental perspective that the student has entered in history and requires the same experimental operation as the teaching perspective entered by the teacher online.

[0105] In history, there has been a corresponding historical experimental perspective when teachers enter online, or there will be a corresponding future experimental perspective in the upcoming future preset time when teachers enter online, or learning interests corresponding to the teaching perspective when teachers enter online are released in the learning interest library. Then, it is necessary for corresponding students to attend as observers. As observer students, the accuracy, comprehensiveness, and efficiency of observer student identification are improved.

[0106] In the present invention, students are not in the same real space. During the process of students conducting electrical experiment projects through online simulation, many students hope to conduct collaborative experiments with other students, but they lack auxiliary tools that can quickly and intuitively select suitable students to conduct collaborative experiments with, which reduces the experimental learning experience. Secondly, students use intelligent terminals to conduct simulation experiments online anytime and anywhere. Since they are not in a classroom where unified teaching is received, their concentration is affected by the actual real environment where they are located, which may affect the learning effect.

[0107] Therefore, to solve the above problems, in one embodiment, during the process of students conducting electrical experiment projects through online simulation, assisting in teaching interaction between teachers and students further includes:

[0108] Displaying a virtual classroom floor plan to the matchable students among the students except the students to be helped and the observer students; wherein, the initial state of the classroom seat distribution in the virtual classroom floor plan is the seat distribution of students in the real classroom;

[0109] Traversing each matchable student in sequence;

[0110] Each time when traversing, performing dynamic configuration processing on the classroom seat distribution in the virtual classroom floor plan displayed to the traversed matchable student;

[0111] Assisting the traversed matchable student to select a student to be matched based on the classroom seat distribution after dynamic configuration processing;

[0112] Matching the traversed matchable student with the student to be matched for online collaborative experiments;

[0113] Supporting the teacher to conduct online collaborative experiment guidance for the traversed matchable student and the student to be matched.

[0114] The seats of each student conducting simulation experiments online are displayed in the virtual classroom floor plan. The students to be helped need to continuously receive teacher assistance, and the observer students need to continuously conduct corresponding observations and cannot be used as matching objects. Therefore, the students except the students to be helped and the observer students among the students are used as matchable students.

[0115] First, display the floor plan of the virtual classroom to each matchable student. The classroom seat distribution in the currently displayed virtual classroom floor plan remains in its initial state. Then, based on the seat distribution of the students in the real classroom, each matchable student can see the seats of their classmates in the virtual classroom floor plan, and thus knows that they are all conducting simulation experiments, which initially enhances their sense of participation.

[0116] Perform dynamic configuration processing on the classroom seat distribution in the virtual classroom floor plan displayed to the traversed matchable students. The classroom seat distribution after dynamic configuration processing can help the traversed matchable students quickly and intuitively select classmates suitable for collaborative experiments with them. When the traversed matchable students view the classroom seat distribution dynamically configured for them, they will feel that the system knows their simulation experiment status, which further enhances their sense of participation, assists them in selecting students to be matched, matches the traversed matchable students with the students to be matched for online collaborative experiments, improves the learning experience, and further enhances their sense of participation. Ultimately, it improves their concentration, avoids being affected by the actual real environment they are in, and greatly improves the learning effect. Finally, it also supports teachers to guide the traversed matchable students and the students to be matched in online collaborative experiments.

[0117] In the application scenario where the classroom seat distribution after dynamic configuration processing in the present invention helps the traversed matchable students quickly and intuitively select classmates suitable for collaborative experiments with them, a certain matchable student is suitable to be matched with another matchable student, and this other matchable student may also be suitable to be matched with other students at the same time. Therefore, there are easily conflicts when matchable students select students to be matched, which poses a challenge to the dynamic configuration processing of the classroom seat distribution to avoid such problems.

[0118] Therefore, to solve the above problems, in one embodiment, the dynamic configuration processing of the classroom seat distribution in the virtual classroom floor plan displayed to the traversed matchable students includes:

[0119] Cancel the seats of the students to be helped and the auditing students in the classroom seat distribution;

[0120] Based on the matching degree analysis system, analyze the first matching degrees of multiple first matching pairs between the traversed matchable students and other matchable students, and the second matching degrees of multiple second matching pairs between other matchable students pairwise;

[0121] Sort each first matching pair in descending order of the first matching degree to obtain a first matching pair sequence;

[0122] Sort each second matching pair in ascending order of the second matching degree to obtain a second matching pair sequence;

[0123] Determine a first partial sequence of a first preset sequence ratio from the first matching pair sequence;

[0124] Determine a second partial sequence of a second preset sequence ratio from the second matching pair sequence; the number of second matching pairs in the second partial sequence does not exceed the total number of first matching pairs;

[0125] Determine a first target to be configured and a second target to be configured; wherein, the first target to be configured is other matchable students who exist in both the first matching pairs in the first partial sequence and the second matching pairs in the second partial sequence and the number of second matching pairs in the second partial sequence that exist simultaneously exceeds the logarithm threshold; the second target to be configured is other matchable students except the first target to be configured;

[0126] Set the seats of the first target to be configured in the classroom seat distribution in the first seat matrix of the traversed matchable students;

[0127] Set the seats of the second target to be configured in the classroom seat distribution in the second seat matrix of the traversed matchable students; the seats in the first seat matrix are closer to the seats of the traversed matchable students than the seats in the second seat matrix.

[0128] In the matching degree analysis system, there is a matching degree between the simulation experiment situations of different students. The corresponding matching degree can be set according to the degree to which the simulation experiment situations of different students reflect their suitability for collaborative experiments, and can be set in advance by technicians according to actual needs. When using the matching degree analysis system, obtain the simulation experiment situations of two students for whom the matching degree needs to be determined (such as the simulation experiment progress, experimental difficulties generated in history, etc.), and determine the corresponding matching degree in the matching degree analysis system.

[0129] The first matching pair includes the traversed matchable student and another matchable student, and the second matching pair includes two different other matchable students. The first preset sequence ratio can be one-half. After the second preset sequence ratio is set, the number of second matching pairs in the second partial sequence does not exceed the total number of first matching pairs.

[0130] The first matching pairs in the first matching pair sequence are sorted from largest to smallest, and the second matching pairs in the second matching degree sequence are sorted from smallest to largest, respectively determining the first local sequence and the second local sequence. The logarithm threshold does not exceed the total number of the second matching pairs in the second local sequence. For example, it can be set to a value 3 less than the total number of the second matching pairs in the second local sequence. If other matchable students exist in both the first matching pairs in the first local sequence and the second matching pairs in the second local sequence, and the number of pairs of the second matching pairs in the second local sequence exceeds the logarithm threshold, it indicates that they are not only suitable to be matched with the traversed matchable students, but are less suitable for the remaining other matchable students. They are set as the first to-be-configured targets in the first seat matrix closer to the seat of the traversed matchable students. The remaining second to-be-configured targets are set in the second seat matrix farther from the seat of the traversed matchable students.

[0131] Specifically, when setting the first seat matrix and the second seat matrix, the seat of the traversed matchable student can be first determined, and the seats in the immediately adjacent circle around it are used as the first seat matrix, and the seats in the immediately outer circle adjacent to the first seat matrix are used as the second seat matrix.

[0132] After the above dynamic configuration process, when the traversed matchable student views the current classroom seat distribution in the virtual classroom floor plan, the student can preferentially select the students whose seats are close to its own seat, that is, the seats in the second seat matrix, as the objects for online collaborative experiments, greatly avoiding the conflicts that are likely to occur when selecting the to-be-matched students, and improving the applicability of using the virtual classroom floor plan to help the traversed matchable students quickly and intuitively select the students suitable for collaborative experiments with them.

[0133] An embodiment of the present invention provides a method for teacher-student interaction in electrical experiment teaching, as Figure 2 shown, including:

[0134] S1. Guide students to start online simulation for the electrical experiment projects pre-configured by the teacher;

[0135] S2. Based on artificial intelligence technology, assist in teaching interaction between teachers and students during the process of students' online simulation of electrical experiment projects.

[0136] Obviously, those skilled in the art can make various changes and modifications to the present invention without departing from the spirit and scope of the present invention. Thus, if these modifications and variations of the present invention fall within the scope of the claims of the present invention and their equivalent technologies, the present invention also intends to include these changes and modifications.

Claims

1. An electrical experiment teaching teacher-student interaction system, characterized in that It includes: An online simulation module for electrical experiment projects, which is used to guide students to start online simulation for electrical experiment projects pre-configured by teachers; A teacher-student teaching interaction module, which is used to assist in teaching interaction between teachers and students based on artificial intelligence technology during the process of students' online simulation of electrical experiment projects.

2. The teacher-student interaction system for electrical experiment teaching according to claim 1, wherein The configurable parameters of the electrical experiment project at least include: experiment instruction manual, experiment report template, experimental equipment, and experiment duration.

3. The teacher-student interaction system for electrical experiment teaching according to claim 1, wherein It also includes: An experiment scoring module, which is used for: Obtaining the experimental data of students' online simulation completion of electrical experiment projects; Determining the experiment score based on the experimental data according to the experiment scoring criteria pre-set by teachers; Pushing the experiment score to students and teachers.

4. The teacher-student interaction system for electrical experiment teaching according to claim 3, wherein The electrical experiment projects and experiment scoring criteria are pre-stored in the cloud database.

5. The teacher-student interaction system for electrical experiment teaching according to claim 1, wherein, The teacher-student teaching interaction module based on artificial intelligence technology assists in teaching interaction between teachers and students during the process of students' online simulation of electrical experiment projects, including: Based on artificial intelligence technology, identifying students in need of help with experimental difficulties and the corresponding time when the difficulties occur among students; Formulating a teaching perspective sequence based on the experimental perspective sequence of students' future online simulation of electrical experiment projects after the time when the difficulties occur; Based on the teaching perspective sequence, assisting teachers to teach students in need of help online to solve the experimental difficulties that occur; Whenever a teacher online enters any teaching perspective in the teaching perspective sequence, determining a mechanism for identifying bystander students based on the teaching perspective entered by the teacher online; Identifying bystander students based on the mechanism for identifying bystander students; Guiding bystander students to enter the teaching perspective entered by the teacher online.

6. The teacher-student interaction system for electrical experiment teaching according to claim 5, wherein, The formulating of the teaching perspective sequence based on the experimental perspective sequence of students' future online simulation of electrical experiment projects after the time when the difficulties occur includes: Taking the i-th to the (i + j)-th experimental perspectives in the experimental perspective sequence as the teaching perspective sequence; Among them, the value-taking steps of i and j are as follows: i takes values under the constraint of the first constraint; among them, the first constraint includes: the target ability value that is the first to be lower than the first ability threshold in the experimental perspective-ability curve corresponds to the i-th experimental perspective in the experimental perspective sequence; j takes the maximum value under the joint constraint of the second constraint and the third constraint; Among them, the second constraint includes: the first i + j experimental perspectives in the experimental perspective sequence share at least one same experimental modality; The third constraint includes: the peak ability value that is the first to be higher than the second ability threshold in the experimental perspective-ability curve corresponds to the k-th experimental perspective in the experimental perspective sequence; the absolute value of the difference between k minus j does not exceed the absolute value threshold; Among them, the establishment steps of the experimental perspective-ability curve are as follows: Predicting the ability values of students in need of help to conduct experiments independently after entering each experimental perspective in the experimental perspective sequence; Based on the curve establishment template, establishing an experimental perspective-ability curve according to the ability values of students in need of help to conduct experiments independently after entering each experimental perspective in the experimental perspective sequence; where the abscissa of the curve establishment template is the experimental perspective and the ordinate is the ability value.

7. The teacher-student interaction system for electrical experiment teaching according to claim 5, wherein The determining of the mechanism for identifying bystander students based on the teaching perspective entered by the teacher online includes: Generating a mechanism for identifying bystander students, including: Identify bystander students among the students who have historically entered the historical experimental perspective corresponding to the teaching perspective that the teacher enters online, except for the students to be helped, or will enter the future experimental perspective corresponding to the teaching perspective that the teacher enters online within the preset future time, or publish learning interests corresponding to the teaching perspective that the teacher enters online in the learning interest library.

8. The teacher-student interaction system for electrical experiment teaching according to claim 5, wherein, During the process of students' online simulation of electrical experiment projects, assisting in teaching interaction between teachers and students also includes: Displaying a virtual classroom floor plan to the matchable students among the students except for the students to be helped and bystander students; among them, the initial state of the classroom seat distribution in the virtual classroom floor plan is the seat distribution of the students in the real classroom; Traversing each matchable student in turn; Each time when traversing, performing dynamic configuration processing on the classroom seat distribution in the virtual classroom floor plan displayed to the traversed matchable student; Assisting the traversed matchable student to select a student to be matched based on the classroom seat distribution after dynamic configuration processing; Matching the traversed matchable student with the student to be matched for an online collaborative experiment; Supporting the teacher to conduct online collaborative experiment guidance on the traversed matchable student and the student to be matched.

9. The teacher-student interaction system for electrical experiment teaching according to claim 8, wherein The performing dynamic configuration processing on the classroom seat distribution in the virtual classroom floor plan displayed to the traversed matchable student includes: Revoking the seats of the students to be helped and bystander students in the classroom seat distribution; Based on the matching degree analysis system, analyzing the first matching degree of multiple first matching pairs between the traversed matchable student and other matchable students and the second matching degree of multiple second matching pairs between other matchable students pairwise; Sorting each first matching pair in descending order of the first matching degree to obtain a first matching pair sequence; Sorting each second matching pair in ascending order of the second matching degree to obtain a second matching pair sequence; Determining a first partial sequence of the first preset sequence ratio from the first matching pair sequence; Determining a second partial sequence of the second preset sequence ratio from the second matching pair sequence; the number of second matching pairs in the second partial sequence does not exceed the total number of first matching pairs; Determining a first target to be configured and a second target to be configured; among them, the first target to be configured is other matchable students who exist simultaneously in the first matching pairs in the first partial sequence and the second matching pairs in the second partial sequence and the number of pairs of second matching pairs in the second partial sequence exceeds the logarithm threshold; the second target to be configured is other matchable students except the first target to be configured; Setting the seats of the first target to be configured in the classroom seat distribution in the first seat matrix of the traversed matchable student; Setting the seats of the second target to be configured in the classroom seat distribution in the second seat matrix of the traversed matchable student; the seats in the first seat matrix are closer to the seat of the traversed matchable student than the seats in the second seat matrix.

10. An interactive method between teachers and students in electrical experiment teaching, characterized in that, Including: Guiding the students to start online simulation of the electrical experiment project pre-configured by the teacher; Based on artificial intelligence technology, assisting in teaching interaction between teachers and students during the process of students' online simulation of electrical experiment projects.

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