Teaching system based on holographic simulation and method thereof

Abstract

The invention discloses a teaching system and method based on holographic simulation, and the system comprises at least one holographic projection lamp which is disposed along a classroom aisle and projects a holographic image; the control console is cuboid-shaped, serves as a teacher desk, controls the holographic projection lamp to be turned on, and further controls the illumination of the illumination lamp at the top of the classroom to avoid influence on holographic images; and the sound equipment is controlled by the console and is matched with the holographic image to make sound. Holographic images are projected beside students, so that the students can conveniently check nearby, and classroom discipline is not imaged while information is intuitively felt; in addition, the purpose of direct interaction can be achieved by projecting holographic images beside the students, the trouble that the teachers need to walk to the students to conduct interactive teaching is avoided, the situation that the teachers cannot conduct interactive teaching and simulation interaction on the students when the teachers cannot know the names of the students is avoided, the students are more immersive, and the teaching effect is very good.

Description

Technical Field

[0001] The present invention relates to holographic technology, and particularly to a teaching system and method based on holographic simulation. Background Art

[0002] Holographic technology is a technology that uses the principles of interference and diffraction to record and reproduce the true three-dimensional image of an object. The so-called "holography" means "all information", which refers to recording and reproducing all the information of the light emitted by the object to be photographed by projection.

[0003] Holographic technology is now becoming mature and is being used in various industries. There are some problems in the current teaching classroom. For example, through holographic technology, students can obtain more intuitive information and deepen their memory. However, how to use it scientifically is also a problem. The present invention demonstrates a scientific method of combining holographic technology with teaching. Summary of the Invention

[0004] The purpose of the present invention is to provide a teaching system and method based on holographic simulation to solve the above problems.

[0005] To achieve these and other advantages according to the present invention: First aspect: A teaching system based on holographic simulation, comprising: At least one holographic projection lamp, arranged along the classroom aisle, for projecting holographic images; A console, in the shape of a cuboid, serving as a teacher's desk, which controls the projection position of the holographic projection lamp. The console also controls the brightness of the ceiling lights in the classroom to avoid affecting the holographic images; At least one speaker, controlled by the console, for emitting sounds in cooperation with the holographic images.

[0006] Further, the holographic projection lamps are arranged at equal intervals along the classroom aisle, and speakers corresponding to the positions of the holographic projection lamps are provided.

[0007] Further, a control screen is provided on the console. The control screen displays a position map of all student desks. The teacher can click on the corresponding student desk to call the holographic projection lamp closest to that student desk to project a holographic image.

[0008] Further, reminder lights are provided on the student desks. When a student desk is clicked on the control screen, the reminder light on the corresponding student desk will light up to remind the student that they have been called.

[0009] Further, a sound collector and a video collector are also provided at the position of the holographic projection lamp.

[0010] Further, it also includes a scene simulator, which includes a side simulation screen, a top simulation screen, and a ground simulation screen. The side simulation screen is installed on one side of the classroom, the top simulation screen is installed on the top of the classroom and is close to the side simulation screen, and the ground simulation screen is installed on the classroom floor and is directly opposite to the top simulation screen.

[0011] Further, several holographic projection lights are also arranged in the scene simulator.

[0012] Second aspect: A teaching method based on holographic simulation, including the following steps: S1. The teacher selects the prepared projection image on the control screen, selects all projections, and the control screen will automatically select all holographic projection lights to project the image, and dim all the lighting lamps. The image demonstrates actions, and all speakers emit corresponding sounds; S2. The teacher selects the prepared projection image on the control screen, selects interactive projection, and clicks on the student desk of the student who needs to interact on the control screen. The console sends a signal to dim the lighting lamps within a certain range of the student desk; the console sends a signal to the holographic projection light closest to the student desk, and this holographic projection light projects the image, demonstrates actions, and the speaker corresponding to this holographic projection light emits corresponding sounds; and activates the corresponding sound collector and video collector to collect the sounds and images of the interactive students, and sends the collected data to the console; S3. After the demonstration in steps S1 and S2 ends, the console controls the holographic projection lights to turn off and the lighting lamps to return to their original state.

[0013] Further, in step S2, the console also sends a signal to the reminder lamp on the student desk, and the reminder lamp emits light to remind the corresponding student to cooperate.

[0014] Further, it also includes a panoramic simulation scene step: T1. The teacher selects the panoramic mode on the control screen and selects the corresponding scene. At this time, the side simulation screen, the top simulation screen, and the ground simulation screen are all lit, and all the lighting lamps are dimmed to show some set scenes to the students; T2. The teacher selects to activate the holographic projection lights in the scene simulator on the control screen, and the holographic projection lights project the set content; T3. The students or / and the teacher enter the scene simulator to carry out interactive simulation.

[0015] Advantages of the present invention: 1. The present invention projects holographic images around the students, which is convenient for the students to view nearby. While intuitively feeling the information, it will not affect classroom discipline (currently, there are also teachers bringing holographic devices to the classroom for demonstration, but it requires students to gather around, and students walk around randomly, which will affect discipline); 2. The present invention can also project holographic images beside students to achieve the purpose of direct interaction. Firstly, it avoids the trouble of teachers having to walk to the students for interactive teaching. Especially in many large university classrooms, it is very difficult to conduct interactive teaching. Secondly, it avoids the situation where teachers cannot conduct interactive teaching when they don't know the students' names (in a university classroom with generally more than 100 students, it is very difficult for teachers to remember the students' names, and the seats are random, which brings trouble to the teachers). As long as the teacher clicks on the corresponding student's desk, the corresponding student can be called, and an interactive teaching session can be carried out. Thirdly, it simulates interaction, making students more immersed, and the teaching effect is very good.

[0016] Other advantages, objectives, and features of the present invention will be partially reflected in the following description and partially understood by those skilled in the art through the research and practice of the present invention. BRIEF DESCRIPTION OF THE DRAWINGS

[0017] Figure 1 It is a schematic diagram of the classroom floor of the present invention, showing an example where the holographic projection lamp is located on the ground; Figure 2 It is a schematic diagram of one side of the classroom of the present invention equipped with a scene simulator; Figure 3 It is a schematic diagram of the classroom ceiling of the present invention, showing an example where the holographic projection lamp is located on the ground; Figure 4 It is a position diagram of the student desks in the control screen of the present invention; Figure 5 It is a schematic diagram of the classroom ceiling of the present invention, showing an example where the holographic projection lamp is located on the ceiling. DETAILED DESCRIPTION OF THE INVENTION

[0018] The following further elaborates on the present invention with reference to the accompanying drawings, enabling those skilled in the art to implement it based on the description in the specification.

[0019] Here, the exemplary embodiments will be described in detail, and their examples are shown in the accompanying drawings. When the following description refers to the accompanying drawings, unless otherwise indicated, the same numbers in different drawings represent the same or similar elements. The embodiments described in the following exemplary embodiments do not represent all embodiments consistent with this specification. On the contrary, they are merely examples of devices and methods consistent with some aspects of this specification as detailed in the appended claims.

[0020] The terms used in this specification are for the purpose of describing specific embodiments only and are not intended to limit this specification. The singular forms "a", "the", and "said" used in this specification and the appended claims are also intended to include the plural forms unless the context clearly dictates otherwise. It should also be understood that the term "and / or" as used herein refers to and encompasses any and all possible combinations of one or more of the associated listed items.

[0021] It should be understood that although the terms first, second, third, etc. may be used in this specification to describe various information, such information should not be limited to these terms. These terms are only used to distinguish information of the same type from each other. For example, without departing from the scope of this specification, the first information may also be referred to as the second information, and similarly, the second information may also be referred to as the first information. Depending on the context, the word "if" as used herein may be interpreted as "when" or "while" or "in response to a determination".

[0022] The idea of the present invention to solve the problem: First aspect: As Figures 1-3 , a teaching system based on holographic simulation, comprising: At least one holographic projection lamp 200, arranged along the classroom aisle 302 to project holographic images; A console 100, in the shape of a cuboid, serving as a teacher's desk, which controls the projection position of the holographic projection lamp 200. The console 100 also controls the brightness of the ceiling lighting lamp 301 in the classroom to avoid affecting the holographic image; At least one speaker 400, controlled by the console 100, to emit sounds in coordination with the holographic image.

[0023] The holographic projection lamps 200 are arranged at equal intervals of 3 m along the classroom aisle 302, and corresponding speakers 400 are provided at the positions of the holographic projection lamps 200. A control screen 101 is provided on the console 100, and the control screen 101 displays a position map of all student desks 303. The teacher clicks on the corresponding student desk 303 to call the holographic projection lamp 200 closest to that student desk and project a holographic image above the aisle 302. A reminder lamp 304 is provided on the student desk 303. When the student desk 303 is clicked on the control screen 101, the reminder lamp 304 on the corresponding student desk 303 will light up (in green) to remind the student that they have been called. As Figure 4, It is a schematic diagram of the student positions on the control panel 101. For example, if A3 is called, the closer holographic projection lamp 200 that is also closer to the front of the classroom will be automatically used. Therefore, the holographic projection lamp 200 that fits B2 / C2 (i.e., G1) will automatically start. The front and back have been divided by dotted lines, and there are basically no doubts about the left and right. If D3 is called, the holographic projection lamp 200 closer to D2 (i.e., G2) will be automatically started. If C3 is called, the holographic projection lamp 200 closer to C2 (G1) will be automatically started. Of course, the control panel 101 can directly click on the holographic projection lamp 200 to start it.

[0024] A sound collector and a video collector are also set at the position of the holographic projection lamp. They are used to collect the voices and images of the interacting students, which is convenient for subsequent evaluation. Even, it can be made into a simulation diagram and played in the next class so that students can intuitively feel whether the interaction is correct.

[0025] It also includes a scene simulator 500, which includes a side simulation screen 501, a top simulation screen 502, and a ground simulation screen 503. The side simulation screen 501 is installed on one side of the classroom 300, the top simulation screen 502 is installed on the top of the classroom 300 and is close to the side simulation screen 501, and the ground simulation screen 503 is installed on the ground of the classroom 300 and is directly opposite to the top simulation screen 502.

[0026] In the present invention, the control console 100 is a touch screen (i.e., the control panel 101, specifically purchased the HNIPC-156 of South China Intelligence) installed on the desktop of the teacher's desk. The control console 100 is wirelessly connected to the holographic projection lamp 200, the lighting lamp 301, the reminder lamp 304, the audio 400, and the scene simulator 500 through Bluetooth.

[0027] Specifically, the holographic projection lamp 200 uses 3D naked-eye holographic projection. First, like the HX360-B122-004D of Magic Information Technology, but because this device needs to occupy space on the aisle 302, such as Figure 1 , so the aisle 302 is generally designed to be wider and is set in the center of the aisle 302, with walkable passages left on both sides between it and the student desks; Second, like the DSee-130 of Dasqi, this device is a fan-type holographic projection device. A protective cover can be set for safety, but it makes a relatively large noise during use, and it occupies less space, can reduce costs, and can be hung on the top of the classroom, such as Figure 5 , and it will not block the aisle 302; Third, which is what the applicant hopes for, is a projection lamp that can be set on the top of the classroom, project into the air above the ground, and can rotate, which can expand the coverage area. The setting method is as Figure 5 , but in Figure 4 , the G1 holographic projection lamp can directly project the simulation image to the side of C3, avoiding the students at C3 having to walk to the front.

[0028] Illuminating lights with Bluetooth, reminder lights, and speakers are all very common devices and will not be elaborated here.

[0029] The scenario simulator 500 consists of three screens, namely the side simulation screen 501, the top simulation screen 502, and the ground simulation screen 503. These three screens are combined screens with low costs. When the three screens are combined, they form a simulation scenario.

[0030] Holographic projection lights 200 can also be set in the scenario simulator 500. After being combined with the simulation scenario, the display becomes more rich and intuitive.

[0031] The scenario simulator 500 is generally set on one side of the classroom, occupying a width of 3m * a length of 8m, and there are windows on both sides.

[0032] Second aspect: A teaching method based on holographic simulation, including the following steps: S1. The teacher selects the prepared projection image on the control screen 101 and selects all projections. The control screen 101 will automatically select all holographic projection lights 200 to project the image, and will dim all the illuminating lights 301. The image demonstrates actions, and all speakers emit corresponding sounds; S2. The teacher selects the prepared projection image on the control screen 101, selects interactive projection, and clicks on the student desk 303 of the student who needs to interact on the control screen 101. The console 100 sends a signal to the illuminating lights 301 within a certain range of the student desk 303 to dim, such as Figure 5 , the B6 holographic projection light is activated. At this time, the illuminating lights at an interval of 2 around B6 are all dimmed, as shown by the dotted line in the figure; the console 100 sends a signal to the holographic projection light 200 closest to the student desk 303 of this student. This holographic projection light projects the image, demonstrates actions, and the speaker corresponding to this holographic projection light 200 emits corresponding sounds; and the corresponding sound collector and video collector are activated to collect the sound and image of the interactive student, and the collected data is sent to the console 100; S3. After the demonstration in steps S1 and S2 ends, the console 100 controls the holographic projection lights 200 to turn off and the illuminating lights 303 to return to their original state.

[0033] In step S2, the console 100 also sends a signal to the reminder light 304 on the student desk 303, and the reminder light 304 emits light to remind the corresponding student to cooperate.

[0034] It also includes a panoramic simulation scenario step: T1. The teacher selects the panoramic mode on the control screen 101 and selects the corresponding scenario. At this moment, the side simulation screen 501, the top simulation screen 502, and the ground simulation screen 503 are all lit up, and all the illuminating lights 301 are dimmed to show some set scenarios to the students; T2. The teacher selects to start the holographic projection lamp 200 in the scenario simulator on the control panel 101, and the holographic projection lamp 200 projects the set content. T3. The students and / or the teacher enter the scenario simulator to conduct interactive simulations.

[0035] In the present invention, it can be used for multiple disciplines. Some specific examples of disciplines are given below: First, English: Step S1. The teacher selects the prepared projection image on the control panel 101, such as a description article of a local scenery, and can create a corresponding simulated scenery. Select all projections, and the control panel 101 will automatically select all holographic projection lamps 200 to project the image, and dim all the lighting lamps 301. The image demonstrates actions, and all speakers emit corresponding sounds.

[0036] With such settings, students can specifically understand the usage of words in English through the holographic simulated scenery, making everyone more feel the charm of the article and strengthening everyone's memory.

[0037] Step S2. The teacher selects the prepared projection image on the control panel 101, such as a dialogue scenario, selects interactive projection, and clicks on the student desk 303 of the student who needs to interact on the control panel 101. The console 100 sends a signal to dim the lighting lamps 301 within a certain range of the student desk 303; the console 100 sends a signal to the holographic projection lamp 200 closest to the student desk 303, and this holographic projection lamp projects the image, demonstrates actions, and the speaker corresponding to this holographic projection lamp 200 emits corresponding sounds; Dialogue scenarios are very common in English teaching. Through a simulated image, the actions, expressions, items in the hands of the dialogue participants, etc. are restored, enabling the interactive students to be more involved in the play, thus answering more appropriate dialogues, deepening the memory, and being able to respond better when encountering similar scenarios later.

[0038] And through the sound collector (microphone) and video collector (camera), the sounds and images of the interactive students are collected, and the console 100 stores them. The teacher then creates corresponding simulation diagrams for use in the subsequent class to display to the student, and after explanation, the student can get a more intuitive feeling.

[0039] In the panoramic simulation scenario step, through a simulated scenario, such as a seaside, the ground simulation screen 503 simulates the beach and the creatures on the beach, the side simulation screen 501 simulates the sea meeting the beach, and the top simulation screen 502 simulates the sky. Then, let the students conduct simulated conversations in this scenario. Even, set the holographic projection lamp 200 to simulate people, animals or plants, making the whole simulation more real and enabling the students to immerse themselves in the scenario to demonstrate the plot.

[0040] Specific English examples The following is an English case study based on the unit correspondence reference of English textbooks (People's Education Press, Foreign Language Teaching and Research Press, Yilin Press, etc.), combining the new curriculum subject categories and language knowledge points, and matching three simulated scenarios with specific units of the textbooks.

[0041] Case 1: Simulating local scenery (city tour).

[0042] Corresponding textbook unit: 1. Unit 8, Grade 7, Volume 2, People's Education Press, Is there a post office near here? Core content in the textbook: directional prepositions (across from, between, in front of) and place nouns (bank, hotel, supermarket).

[0043] Teaching material activities: The street map tasks and scenario dialogues in Section B can be directly adapted into a city tour simulation.

[0044] Specifically, the simulation method in step S1 is adopted, and the holographic projection lamp 200 projects the prepared street map, so that students can intuitively know how to use directional prepositions and the buildings pointed to by place names.

[0045] 2. Foreign Language Teaching and Research Press, Grade 7, Volume 1, Module 3: My School The core content of the textbook: describing the location of school facilities (The library is next to the classroom), which can be expanded to city landmarks.

[0046] Specifically, the simulation method in step S1 is adopted, and the holographic projection lamp 200 projects the prepared school map so that students can intuitively know the direction of school facilities.

[0047] 3. Yilin Edition Grade 7, Volume 1, Unit 4: Finding Your Way Core content in the textbook: Direction-asking sentences (Which is the way to...?) and transportation methods (by bus / taxi) Integration suggestions: Upgrade the map tasks in the textbooks into dynamic role-playing (such as the map on page 45 of the People’s Education Press edition of the textbook → classroom floor physical simulation).

[0048] Specifically, the simulation method in step S1 is adopted, and the holographic projection lamp 200 projects the prepared school map, allowing students to intuitively experience the transportation.

[0049] Case 2: Interactive Dialogue Simulation (Ordering Food in a Restaurant) Corresponding textbook unit: 1. Unit 8 How do you make a banana milk shake? in the eighth grade textbook of People's Education Press Core content: The steps of food preparation (peel, cut up, pour) can be extended to ordering needs (Add more cheese, please).

[0050] Teaching activity: Simulate a restaurant waiter and a customer, and conduct a dialogue simulation of ordering food in a restaurant according to the relevant textbook content.

[0051] Specifically, adopt the simulation method in step S2. The holographic projection lamp 200 projects the layout of the restaurant, as well as the menu and tableware, allowing students to intuitively experience the process of ordering food in a restaurant.

[0052] 2. Module 6 Around town in the seventh grade textbook of Foreign Language Teaching and Research Press Sub-topic: Unit 2 Let’s go to the restaurant! provides basic sentence patterns for ordering food (What would you like to order?).

[0053] 3. Unit 6 Sunshine for all in the eighth grade textbook of Yilin Press Extended application: Combine the theme of "volunteer service" and simulate ordering food for special groups (such as vegetarians, allergy sufferers).

[0054] Specifically, adopt the simulation method in step S2. The holographic projection lamp 200 projects the restaurant and simulates the specific process of ordering food, allowing students to intuitively experience the process of ordering food in a restaurant.

[0055] Integration suggestions: Use the menu pictures in the textbook (such as P59 of People's Education Press) to make physical menu props and add price calculation tasks.

[0056] Case 3: Scene Simulation (Beach Rescue Mission) Corresponding textbook unit: 1. Unit 13 We’re trying to save the earth! in the ninth grade textbook of People's Education Press Core content: Vocabulary related to environmental protection and natural disasters (pollution, protect, danger), which can be associated with beach safety rescue.

[0057] Specifically, adopting the simulation method in step S3, the ground simulation screen 503 simulates the seaside, the organisms by the sea, and the crowds playing by the sea. The holographic projection lamp 200 projects interactive characters, and students go to this environment to interact with the corresponding characters, enabling students to intuitively experience the scenario interaction in beach safety rescue.

[0058] 2. Module 12 Help! of Grade 8, Volume 1 of the Foreign Language Teaching and Research Press Theme matching: First aid measures (Check if he can breathe. Call for help!) highly coincide with the beach drowning scenario. The simulation is similar to the first point, both being beach designs.

[0059] 3. Unit 7 Films of Grade 9, Volume 1 of the Yilin Press Creative extension: Combining the "film scene design" task, let students write a micro-script for beach rescue (Action! Cut!).

[0060] Integration suggestions: Combining the listening materials (first aid call dialogue) of Module 12 of the Foreign Language Teaching and Research Press, design an English task of "simulating calling 110 / 120". The simulation is similar to the first point, both being beach designs.

[0061] New curriculum standard theme correspondence: 1. The simulated scenario is city tour guide; the teaching material unit is People and Society - Community Life; the new curriculum standard theme category: learning and understanding + practical application; 2. The simulated scenario is ordering food in a restaurant; the teaching material unit is People and Society - Daily Activities; the new curriculum standard theme category: cultural awareness + communicative competence; 3. The simulated scenario is beach rescue; the teaching material unit is Man and Nature - Disaster Prevention; the new curriculum standard theme category: thinking quality + sense of responsibility; Expansion content: Cross-unit integration: For example, combine the content of asking for directions in Grade 7 and food in Grade 8 of the People's Education Press to design a comprehensive task of "delivery route guidance for takeout". Specifically, it is to simulate roads, delivery staff, etc.

[0062] Hierarchical teaching: For primary schools, Unit 4 Where is my car? of Volume 2 of Grade 3 of the People's Education Press (simple location words) can be selected, and for middle schools, complex sentence patterns (Could you tell me the nearest...?) can be added. Teachers can adjust the details according to the actual teaching material version used to ensure seamless connection between the scenario tasks and the core vocabulary, grammar, and cultural knowledge points of the unit.

[0063] Second, organisms: Biology classes also have a great need for holographic simulations. For example, by simulating some organisms, students can intuitively feel the structure of the organisms, or the actions and growth processes of the organisms, etc.

[0064] In terms of interaction in biology classes, the teacher can select one or several representative students (not belonging to a holographic projection lamp 200). Several students can respectively operate the holographic simulation. Specifically, an auxiliary operation screen is set on the desks of the selected students. When the student desks are selected, the auxiliary operation screen is activated. Students can input some actions through the auxiliary operation screen. For example, when performing growth operations on a certain plant, they can water, fertilize (the amount of water and fertilizer can be set), and even simulate pruning, etc. After accelerating the time progress, finally check the growth situation.

[0065] The same is true for scenario simulations. Students can experience the situation of marine organisms and ancient organisms through the scenarios.

[0066] Third, Chemistry: Some chemical experiment processes can be simulated to allow students to intuitively feel; In terms of interaction, students can operate by themselves, mainly through the auxiliary operation screen; even the actions of students can be directly captured by a camera. For example, when picking up a measuring cup and sending it to the console, the console can immediately modify the simulated image, thereby simulating basic operations such as mixing liquids, shaking the measuring cup, and starting heating, enabling students to conduct chemical experiments in real time in the classroom; For scenario simulations, some laboratories can be simulated to let everyone feel the specific situation of the laboratories.

[0067] Fourth, History: Some historical buildings, historical figures, etc. can be simulated to allow students to intuitively feel; Interactions can be carried out, such as simulating the conversations of historical figures; Some historical scenarios can be simulated to let students be on the scene and even participate appropriately, so as to have a clearer memory of historical events.

[0068] Of course, it can also be used in other subjects, which will not be listed one by one here.

[0069] Although the embodiments of the present invention have been disclosed as above, it is not limited to only the applications listed in the specification and the embodiments. It can be fully applied to various fields suitable for the present invention. For those familiar with the field, additional modifications can be easily made. Therefore, without departing from the general concept defined by the claims and the equivalent scope, the present invention is not limited to specific details and the examples shown and described here.

Claims

1. A teaching system based on holographic simulation, characterized in that, Including: At least one holographic projection lamp, arranged along the classroom aisle to project holographic images; A console, in the shape of a cuboid, serving as a teacher's desk, which controls the activation of the holographic projection lamp. The console also controls the brightness of the ceiling lights in the classroom to avoid affecting the holographic images; At least one speaker, controlled by the console, to emit sounds in coordination with the holographic images.

2. The teaching system based on holographic simulation according to claim 1, characterized in that, The holographic projection lamps are arranged at equal intervals along the classroom aisle, and a corresponding speaker is set at the position of each holographic projection lamp.

3. The teaching system based on holographic simulation according to claim 1, wherein A control screen is provided on the console. The control screen displays a position map of all student desks. The teacher can click on the corresponding student desk to call the holographic projection lamp closest to that student desk to project a holographic image.

4. The teaching system based on holographic simulation according to claim 3, characterized in that, Reminder lights are provided on the student desks. When a student desk is clicked on the control screen, the reminder light on the corresponding student desk will light up to remind the student that they have been called.

5. The teaching system based on holographic simulation according to claim 1, characterized in that, A sound collector and a video collector are also set at the position of the holographic projection lamp.

6. The teaching system based on holographic simulation according to claim 1, characterized in that, It also includes a scene simulator, which includes a side simulation screen, a top simulation screen, and a ground simulation screen. The side simulation screen is installed on one side of the classroom, the top simulation screen is installed on the ceiling of the classroom and is close to the side simulation screen, and the ground simulation screen is installed on the floor of the classroom and is directly opposite to the top simulation screen.

7. The teaching system based on holographic simulation according to claim 6, characterized in that, Several holographic projection lamps are also set in the scene simulator.

8. A teaching method based on holographic simulation, characterized in that, Including the following steps: S1. The teacher selects the prepared projection image on the control screen and selects all projections. The control screen will automatically select all holographic projection lamps to project the image, and dim all the lighting lamps. The image demonstrates actions, and all speakers emit corresponding sounds; S2. The teacher selects the prepared projection image on the control screen and selects interactive projection, and clicks on the student desk of the student who needs to interact on the control screen. The console sends a signal to dim the lighting lamps within a certain range of that student desk; the console sends a signal to the holographic projection lamp closest to that student desk, and that holographic projection lamp projects the image, demonstrates actions, and the speaker corresponding to that holographic projection lamp emits corresponding sounds; and activates the corresponding sound collector and video collector to collect the sounds and images of the interactive students and send the collected data to the console; S3. After the demonstrations in steps S1 and S2 are over, the console controls the holographic projection lamps to turn off and the lighting lamps to return to their original state.

9. The teaching method based on holographic simulation according to claim 8, characterized in that, In step S2, the console also sends a signal to the reminder light on that student desk, and the reminder light emits light to remind the corresponding student to cooperate.

10. The teaching method based on holographic simulation according to claim 8, characterized in that, It also includes a panoramic simulation scene step: T1. The teacher selects the panoramic mode on the control screen and selects the corresponding scene. At this moment, the side simulation screen, the top simulation screen, and the ground simulation screen are all lit up, and all the lighting lamps are dimmed to show some set scenes to the students; T2. The teacher selects to activate the holographic projection lamps in the scene simulator on the control screen, and the holographic projection lamps project the set content; T3. The students and / or the teacher enter the scene simulator to conduct interactive simulations.

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