Teaching content evaluation method and device, electronic equipment and storage medium

Abstract

The invention provides a teaching content evaluation method and device, electronic equipment and a storage medium, and relates to the technical field of education teaching, and the method comprises the steps: obtaining content feature information according to classroom teaching data, the content feature information comprises a target content feature and feature information corresponding to the target content feature, the target content features comprise at least two kinds of curriculum targets and requirements, curriculum heavy and difficult points, subject thinking and features; obtaining reference information corresponding to the target content feature according to a standard course outline and a student professional cultivation outline; and determining a content evaluation result according to the feature information of the target content feature and the reference information of the target content feature. According to the method, multi-dimensional standard evaluation can be carried out on the teaching content, and objective and fair evaluation on the teaching content is realized.

Description

Technical Field

[0001] The present invention relates to the field of education and teaching technology, and in particular to a teaching content evaluation method, device, electronic equipment and storage medium. Background Art

[0002] Teaching content plays a fundamental role in teaching quality. Traditionally, teaching content mainly includes the content in the textbook. Existing teaching content evaluation methods generally rely on manual evaluation by observing teachers in class or reviewing their lesson preparation materials.

[0003] Existing evaluation methods for teaching content can only rely on manual judgment, which is subjective and cannot obtain objective evaluation results. Summary of the Invention

[0004] The present invention provides a teaching content evaluation method, device, electronic device and storage medium to address the defect of non-objective evaluation methods for teaching content in the existing technology. By performing standard evaluation on teaching content in multiple dimensions, objective and fair evaluation of teaching content is achieved.

[0005] The present invention provides a teaching content evaluation method, comprising the following steps: Obtaining content feature information based on classroom teaching data, the content feature information including target content features and feature information corresponding to the target content features, the target content features including at least two of the following: course objectives and requirements, key points and difficulties of the course, and disciplinary thinking and characteristics. The course objectives and requirements are used to represent the specific objectives expected to be achieved by the course, as well as the specific requirements set to achieve these objectives. The key points and difficulties of the course are used to represent key knowledge points or skill points in the course that are difficult for students to understand and master, as well as parts that the teacher believes require special emphasis and in-depth explanation. The disciplinary thinking and characteristics are used to represent the unique thinking style, research methods, historical development, interdisciplinary connections, and cutting-edge dynamics of the course; Obtain reference information corresponding to the target content characteristics according to the standard course syllabus and student professional training syllabus; A content evaluation result is determined according to the feature information of the target content feature and the reference information of the target content feature.

[0006] According to a teaching content evaluation method provided by the present invention, obtaining content feature information based on classroom teaching data includes: Processing the classroom teaching data to obtain target text information based on a timeline, wherein the classroom teaching data includes at least one of teaching video data, teaching screen recording data, and teaching sound data; The target text information is feature-screened according to the evaluation index corresponding to the target content feature to obtain feature information corresponding to the target content feature. The evaluation index corresponding to the target content feature is used to represent the conditions for screening the feature information of the target content feature.

[0007] According to a teaching content evaluation method provided by the present invention, the target content characteristics include the course objectives and requirements, and the evaluation indicators corresponding to the course objectives and requirements include at least one of a first indicator, a second indicator, and a third indicator. The first indicator is used to indicate whether the course objectives and requirements are reflected or mentioned, the second indicator is used to indicate whether the mentioned course objectives and requirements match the current learning stage, and the third indicator is used to indicate whether the mentioned course objectives and requirements match the graduation requirements. The target text information is subjected to feature screening based on the evaluation indicators corresponding to the target content characteristics to obtain feature information corresponding to the target content characteristics, including: The target text information is feature-screened according to at least one of the first indicator, the second indicator and the third indicator to obtain feature information corresponding to the course objectives and requirements. The feature information corresponding to the course objectives and requirements constitutes the feature information corresponding to the target content features.

[0008] According to a teaching content evaluation method provided by the present invention, the target content characteristics include the key points and difficulties of the course, and the evaluation indicators corresponding to the key points and difficulties of the course include at least one of a fourth indicator, a fifth indicator, a sixth indicator, and a seventh indicator. The fourth indicator is used to indicate whether the key points and difficulties are clear, the fifth indicator is used to indicate the time for explaining the key points and difficulties, the sixth indicator is used to indicate whether the explained key points and difficulties are consistent with the student background, and the seventh indicator is used to indicate whether the key points and difficulties are consistent with the student level. The target text information is subjected to feature screening based on the evaluation indicators corresponding to the target content characteristics to obtain feature information corresponding to the target content characteristics, including: The target text information is feature-screened according to at least one of the fourth indicator, the fifth indicator, the sixth indicator and the seventh indicator to obtain feature information corresponding to the key points and difficulties of the course. The feature information corresponding to the key points and difficulties of the course constitutes the feature information corresponding to the target content feature.

[0009] According to a teaching content evaluation method provided by the present invention, the target content characteristics include the subject thinking and characteristics, and the evaluation indicators corresponding to the subject thinking and characteristics include at least one of an eighth indicator, a ninth indicator, a tenth indicator, and an eleventh indicator. The eighth indicator is used to characterize whether four content dimensions are involved, and the four content dimensions include subject thinking, subject history, interdisciplinary connections, and subject frontiers. The ninth indicator is used to characterize the explanation time of each content dimension. The tenth indicator is used to characterize whether the citations made in the interdisciplinary dimension are appropriate. The eleventh indicator is used to characterize whether the explanation of the content with the subject thinking and characteristics has cultivated students' comprehensive abilities. The target text information is subjected to feature screening based on the evaluation indicators corresponding to the target content characteristics to obtain feature information corresponding to the target content characteristics, including: The target text information is feature-screened according to at least one of the eighth indicator, the ninth indicator, the tenth indicator and the eleventh indicator to obtain feature information corresponding to the subject thinking and characteristics. The feature information corresponding to the subject thinking and characteristics constitutes the feature information corresponding to the target content characteristics.

[0010] According to a teaching content evaluation method provided by the present invention, obtaining reference information corresponding to the target content features based on the standard course syllabus and the student professional training syllabus includes: The standard course outline and the student professional training outline are subjected to feature screening according to the evaluation indicators corresponding to the target content features to obtain reference information corresponding to the target content features.

[0011] According to a teaching content evaluation method provided by the present invention, determining a content evaluation result based on the feature information of the target content feature and the reference information of the target content feature includes: comparing feature information of each content feature in the feature information of the target content feature with reference information of the corresponding content feature in the reference information of the target content feature to obtain a comparison result corresponding to each content feature, wherein the comparison result corresponding to each content feature includes whether the content feature is mentioned and a relationship between the feature information of the content feature and the reference information; The comparison results corresponding to the various content features are integrated to obtain the content evaluation result.

[0012] The present invention also provides a teaching content evaluation device, comprising the following modules: A feature information acquisition module is used to acquire content feature information based on classroom teaching data. The content feature information includes target content features and feature information corresponding to the target content features. The target content features include at least two of the following: course objectives and requirements, key points and difficulties of the course, and disciplinary thinking and characteristics. The course objectives and requirements are used to represent the specific goals expected to be achieved by the course, as well as the specific requirements set to achieve these goals. The key points and difficulties of the course are used to represent key knowledge points or skill points in the course that are difficult for students to understand and master, as well as parts that the teacher believes require special emphasis and in-depth explanation. The disciplinary thinking and characteristics are used to represent the course's unique thinking style, research methods, historical development, interdisciplinary connections, and cutting-edge dynamics. A reference information acquisition module is used to obtain reference information corresponding to the target content characteristics according to the standard course syllabus and student professional training syllabus; The evaluation result acquisition module is used to determine the content evaluation result according to the feature information of the target content feature and the reference information of the target content feature.

[0013] The present invention also provides an electronic device, comprising a memory, a processor, and a computer program stored in the memory and running on the processor, wherein when the processor executes the computer program, it implements any of the above-described teaching content evaluation methods.

[0014] The present invention also provides a non-transitory computer-readable storage medium having a computer program stored thereon, which, when executed by a processor, implements any of the teaching content evaluation methods described above.

[0015] The present invention also provides a computer program product, comprising a computer program, wherein when the computer program is executed by a processor, the computer program implements any of the above-mentioned teaching content evaluation methods.

[0016] The teaching content evaluation method, device, electronic device and storage medium provided by the present invention achieve objective and fair evaluation of teaching content by performing standard evaluation on teaching content in multiple dimensions. BRIEF DESCRIPTION OF THE DRAWINGS

[0017] In order to more clearly illustrate the technical solutions in the present invention or the prior art, a brief introduction is given below to the drawings required for use in the embodiments or the description of the prior art. Obviously, the drawings described below are some embodiments of the present invention. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying any creative work.

[0018] Figure 1 It is a flow chart of the teaching content evaluation method provided by the present invention.

[0019] Figure 2 This is a schematic diagram of the server, data storage, processing and display provided by the present invention.

[0020] Figure 3 It is a flowchart of the method for obtaining content feature information provided by the present invention.

[0021] Figure 4 It is a structural diagram of the data acquisition source provided by the present invention.

[0022] Figure 5 It is a flow chart of obtaining the key and difficult features of a course provided by the present invention.

[0023] Figure 6 It is a schematic diagram of the process of obtaining subject characteristics provided by the present invention.

[0024] Figure 7 It is a schematic diagram of the overall process of the teaching content evaluation method provided by the present invention.

[0025] Figure 8 It is a structural diagram of the teaching content evaluation device provided by the present invention.

[0026] Figure 9 It is a schematic diagram of the physical structure of the electronic device provided by the present invention. DETAILED DESCRIPTION

[0027] To make the objectives, technical solutions, and advantages of the present invention more clear, the technical solutions of the present invention will be clearly and completely described below in conjunction with the accompanying drawings. Obviously, the embodiments described are only some of the embodiments of the present invention, not all of them. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making creative efforts shall fall within the scope of protection of the present invention.

[0028] Teaching content plays a fundamental role in teaching quality. Traditionally, teaching content primarily consists of textbook content. Existing methods for evaluating teaching content typically rely on manual evaluation of teachers' classes or their lesson plans. Existing methods for evaluating teaching content rely solely on human judgment, which is subjective and cannot yield objective results.

[0029] In view of this, an embodiment of the present invention provides a teaching content evaluation method, comprising obtaining content feature information based on classroom teaching data, the content feature information including target content features and feature information corresponding to the target content features, the target content features including at least two of course objectives and requirements, course key points and difficulties, and disciplinary thinking and characteristics; obtaining reference information corresponding to the target content features based on the standard course syllabus and student professional development syllabus; and determining content evaluation results based on the feature information of the target content features and the reference information of the target content features. This method can perform standardized evaluation of teaching content in multiple dimensions, achieving an objective and fair evaluation of teaching content.

[0030] The technical solutions in the embodiments of the present invention will be described below with reference to the accompanying drawings in the embodiments of the present invention.

[0031] Figure 1 : is a flow chart of the teaching content evaluation method provided by the present invention. The teaching content evaluation method can be applied to electronic devices, which can be various types of devices with information processing capabilities during implementation. For example, the electronic device can include a personal computer, a laptop, a PDA or a server, etc.; the electronic device can also be a mobile terminal, for example, the mobile terminal can include a mobile phone, a car computer, a tablet computer or a projector, etc. Figure 1 As shown, the method may include the following steps 101 to 103: Step 101: Obtain content feature information based on classroom teaching data, wherein the content feature information includes target content features and feature information corresponding to the target content features, wherein the target content features include at least two of course objectives and requirements, course key points, and subject thinking and characteristics. The course objectives and requirements are used to represent the specific objectives that the course expects to achieve, as well as the specific requirements set to achieve these objectives. The course key points are used to represent the key knowledge points or skill points that are difficult for students to understand and master in the course, as well as the parts that teachers believe need special emphasis and in-depth explanation. The subject thinking and characteristics are used to represent the course-specific thinking mode, research methods, historical development, interdisciplinary connections, and cutting-edge dynamics.

[0032] It should be noted that there are many ways to obtain content feature information based on classroom teaching data. For example, classroom teaching data can be obtained by using equipment in the classroom or transmitting through other devices. Algorithms or artificial intelligence servers can also be used to process video, sound, and screen recording content separately to obtain processing results, which include at least two of the three content features of course objectives and requirements, course key points, and subject thinking and characteristics. The present invention does not limit the method of obtaining content feature information based on classroom teaching data.

[0033] Step 102: Obtain reference information corresponding to the target content features according to the standard course syllabus and student professional training syllabus.

[0034] It should be noted that there are many ways to obtain reference information corresponding to the target content features based on the standard course syllabus and the student professional training syllabus. For example, the standard course syllabus and the student professional training syllabus can be processed by an algorithm or an artificial intelligence server to obtain reference information corresponding to the target content features, etc. The present invention does not limit the method of obtaining the reference information corresponding to the target content features based on the standard course syllabus and the student professional training syllabus.

[0035] For example, the standard content outlines of each subject can be preset according to the characteristics of different subjects, teaching materials and content features, and reference information for each content feature can be determined. For example, the standard teaching outlines can be preset in a storage server in advance.

[0036] Figure 2 This is a schematic diagram of the server, data storage processing and display provided by this application. Figure 2 As shown, the present invention may include a storage server that can store student professional development outlines, standard course outlines, automatically recorded content progress, student information, course reference information, and automatically recorded content progress, i.e., collected classroom teaching data. The storage server also stores a computer program for a teaching content evaluation method that can be loaded and executed by an AI server. The present invention also includes an AI server that transmits the collected classroom teaching data to the AI server for AI processing, and uploads the analysis results of the teaching content evaluation to a web terminal for use in evaluating the teacher's teaching content.

[0037] Step 103: Determine a content evaluation result based on the feature information of the target content feature and the reference information of the target content feature.

[0038] It should be noted that there are many methods for determining content evaluation results based on the feature information of the target content features and the reference information of the target content features. For example, the evaluation results can be determined using an algorithm or an artificial intelligence server. The present invention does not limit the method for determining content evaluation results based on the feature information of the target content features and the reference information of the target content features. For example, the feature information of the target content features and the reference information of the target content features can be input into an AI server for comparison to obtain an AI-based evaluation result.

[0039] It can be understood that the teaching content evaluation method provided by the present invention can perform standard evaluation on the teacher's teaching content from multiple dimensions, thereby achieving an objective and fair evaluation of the teaching content.

[0040] In some embodiments, content feature information can be obtained based on classroom teaching data by first obtaining text information based on the classroom teaching data, and then determining feature information corresponding to the target content feature based on the text information.

[0041] Figure 3 FIG. 1 is a flow chart of the method for obtaining content feature information provided by the present invention. Figure 3 As shown, step 101 of obtaining content feature information based on classroom teaching data may include: Step 201: Process the classroom teaching data to obtain target text information based on the timeline, wherein the classroom teaching data includes at least one of teaching video data, teaching screen recording data, and teaching sound data.

[0042] Figure 4 This is a schematic diagram of the data acquisition source structure provided by the present invention. Figure 4 As shown, the classroom teaching data source may include classroom video data source and classroom sound data source. Among them, the classroom video data source may be the classroom front camera and the classroom rear camera, the classroom sound source may be the classroom microphone, and the classroom video data source may also be the teacher's machine recording.

[0043] Exemplarily, the system involved in the present invention may include at least 2 cameras, a microphone, and at least one application, wherein at least one application may be stored in a server and configured to be processed by at least one AI server, and the at least one application may be configured to execute a teaching content evaluation method.

[0044] After acquiring classroom teaching data, preprocessing is performed. The video stream and audio of the teaching video can be extracted separately for processing to obtain target text information. For example, based on the video stream and audio, the video frames to be processed, image processing results, and speech recognition text can be extracted separately. Target detection, posture assessment, action recognition, and statistical analysis can then be performed.

[0045] For example, the screen recording can use Python and the python-pptx library to extract text from a PPT and generate text information. The audio content can be converted into an automatic speech recognition (ASR) document and then overlaid with the video image information and the text information generated from the screen recording on a timeline to obtain the target text information.

[0046] Step 202: Feature screening is performed on the target text information according to the evaluation index corresponding to the target content feature to obtain feature information corresponding to the target content feature. The evaluation index corresponding to the target content feature is used to represent the conditions for screening the feature information of the target content feature.

[0047] It should be noted that after obtaining the target text information, the target text information can be feature-screened according to the evaluation indicators corresponding to the target content characteristics to obtain the feature information of the target content characteristics. The evaluation indicators corresponding to the target content characteristics may include screening conditions describing the feature information of the target content characteristics.

[0048] It can be understood that the present invention obtains feature information corresponding to the target content features by processing classroom teaching data and performing feature screening on the target text information according to the evaluation indicators corresponding to the target content features, and can obtain accurate feature information corresponding to the target content features, thereby laying the foundation for subsequent content evaluation.

[0049] In some embodiments, the target content characteristics may include the course objectives and requirements, and the evaluation indicators corresponding to the course objectives and requirements include at least one of a first indicator, a second indicator, and a third indicator. The first indicator is used to characterize whether the course objectives and requirements are reflected or mentioned, the second indicator is used to characterize whether the mentioned course objectives and requirements match the current learning stage, and the third indicator is used to characterize whether the mentioned course objectives and requirements match the graduation requirements. The feature screening of the target text information according to the evaluation indicators corresponding to the target content characteristics to obtain the feature information corresponding to the target content characteristics may include: feature screening of the target text information according to at least one of the first indicator, the second indicator, and the third indicator to obtain the feature information corresponding to the course objectives and requirements, and the feature information corresponding to the course objectives and requirements constitutes the feature information corresponding to the target content characteristics.

[0050] It should be noted that course objectives and requirements can be mainly divided into three specific indicators: whether the teacher's teaching content reflects and mentions the course objectives; whether the course objectives match the current learning stage and whether they match the graduation requirements.

[0051] Exemplarily, obtaining the characteristic information of the course objectives and content may be inputting at least one of the first indicator, the second indicator, and the third indicator and the target text information into the AI server for feature screening to obtain characteristic information corresponding to the course objectives and requirements.

[0052] It is understood that the feature screening and subsequent evaluation of course objectives and content characteristics through three indicators can improve the comprehensiveness and accuracy of teaching content evaluation methods.

[0053] In some embodiments, the target content feature may include the key points and difficulties of the course, and the evaluation indicators corresponding to the key points and difficulties of the course include at least one of a fourth indicator, a fifth indicator, a sixth indicator and a seventh indicator. The fourth indicator is used to characterize whether the key points and difficulties are clear, the fifth indicator is used to characterize the time for explaining the key points and difficulties, the sixth indicator is used to characterize whether the explained key points and difficulties are in line with the students' background, and the seventh indicator is used to characterize whether the key points and difficulties are in line with the students' level. The feature screening of the target text information according to the evaluation indicators corresponding to the target content feature to obtain the feature information corresponding to the target content feature may include: feature screening of the target text information according to at least one of the fourth indicator, the fifth indicator, the sixth indicator and the seventh indicator to obtain the feature information corresponding to the key points and difficulties of the course, and the feature information corresponding to the key points and difficulties of the course constitutes the feature information corresponding to the target content feature.

[0054] It should be noted that to obtain the feature information corresponding to the key points and difficulties of the course, the fourth indicator, the fifth indicator, the sixth indicator, the seventh indicator and the target text information can be input into the AI server for feature screening to obtain the feature information corresponding to the key points and difficulties of the course.

[0055] Figure 5 This is a flow chart of obtaining the key and difficult features of a course provided by the present invention. Figure 5 As shown, key points and difficulties in a course can be categorized into four specific indicators: whether the key points are clearly defined, how long the key points are explained, whether the key points explained are appropriate for the students' backgrounds, and whether the key points are appropriate for the students' proficiency. By using these four indicators for feature screening and subsequent evaluation, it is possible to determine whether the explanation of key points has improved students' analytical and problem-solving abilities. This can improve the comprehensiveness and accuracy of teaching content evaluation methods.

[0056] In some embodiments, with the continuous advancement of science and technology, teaching content is also constantly updated. In addition to the content in traditional textbooks, modern teaching content must also be appropriately adjusted according to the background of students. Teaching content must also keep up with the forefront of science and technology. Teaching content must also be able to cross-integrate with other disciplines. These differences between modern teaching content and traditional teaching content make it impossible to evaluate teaching content only according to traditional teaching content evaluation methods.

[0057] In an embodiment of the present application, the target content characteristics may include the subject thinking and characteristics, and the evaluation indicators corresponding to the subject thinking and characteristics include at least one of the eighth indicator, the ninth indicator, the tenth indicator and the eleventh indicator. The eighth indicator is used to characterize whether four content dimensions are involved. The four content dimensions include subject thinking, subject history, interdisciplinary connections and subject frontiers. The ninth indicator is used to characterize the explanation time of each content dimension. The tenth indicator is used to characterize whether the citations made in the interdisciplinary dimension are appropriate. The eleventh indicator is used to characterize whether the content explanation of the subject thinking and characteristics has cultivated students' comprehensive abilities. The feature screening of the target text information according to the evaluation indicators corresponding to the target content characteristics to obtain the feature information corresponding to the target content characteristics may include: feature screening of the target text information according to at least one of the eighth indicator, the ninth indicator, the tenth indicator and the eleventh indicator to obtain the feature information corresponding to the subject thinking and characteristics. The feature information corresponding to the subject thinking and characteristics constitutes the feature information corresponding to the target content characteristics.

[0058] It should be noted that, in order to obtain the feature information corresponding to the subject thinking and characteristics, the eighth indicator, the ninth indicator, the tenth indicator, the eleventh indicator and the target text information can be input into the AI server for feature screening to obtain the feature information corresponding to the subject thinking and characteristics.

[0059] Figure 6 This is a flow chart of obtaining subject characteristics provided by the present invention. Figure 6 As shown, the subject characteristics include four dimensions: subject thinking, subject history, interdisciplinary connection, and subject frontiers; AI intelligent analysis can be used to obtain subject content to determine whether it involves these four dimensions and the time for explaining each dimension; in the interdisciplinary connection dimension, whether the citations are appropriate; and finally, whether the comprehensive ability of students has been cultivated through the explanation of subject characteristics.

[0060] It is understandable that using the above method to obtain characteristic information of subject thinking and characteristics can improve the comprehensiveness and accuracy of teaching content evaluation methods, and can better adapt to the needs of modern teaching content.

[0061] In some embodiments, obtaining reference information corresponding to the target content characteristics based on the standard course syllabus and the student professional training syllabus may include: performing feature screening on the standard course syllabus and the student professional training syllabus based on the evaluation indicators corresponding to the target content characteristics to obtain reference information corresponding to the target content characteristics.

[0062] For example, the evaluation indicators corresponding to the target content features, the standard course outline, and the student professional training outline can be input into the AI server for feature screening to obtain reference information corresponding to the target content features.

[0063] It can be understood that the reference information corresponding to the target content features obtained by the above method is more accurate and comprehensive, laying the foundation for teaching content evaluation.

[0064] In some embodiments, determining the content evaluation result based on the feature information of the target content feature and the reference information of the target content feature may include: comparing the feature information of each content feature in the feature information of the target content feature with the reference information of the corresponding content feature in the reference information of the target content feature to obtain a comparison result corresponding to each content feature, wherein the comparison result corresponding to each content feature includes whether each content feature is mentioned and the relationship between the feature information of each content feature and the reference information; fusing the comparison results corresponding to each content feature to obtain the content evaluation result.

[0065] For example, the acquired characteristic information of the teaching content, i.e., the target content characteristics, and the reference information of the standard curriculum outline value, i.e., the target content characteristics, can be compared using AI to determine the relationship between the characteristic information of the teaching content characteristics and the reference information, and then obtain the evaluation results. If three teaching content characteristics are used, the results of the three teaching content characteristics are finally integrated to obtain the teaching content evaluation results.

[0066] The method for evaluating the teaching content of teachers in the classroom provided by the present invention can effectively monitor the content and scope of the teacher's teaching in the classroom, and can objectively evaluate the teaching content, thereby guiding teachers to change their concepts, no longer stick to the traditional textbook content, and adjust the teaching content in a timely manner according to actual conditions, thereby continuously consolidating the foundation of education.

[0067] The following describes an exemplary application of an embodiment of the present invention in a practical application scenario.

[0068] Figure 7 This is a schematic diagram of the overall process of the teaching content evaluation method provided by the present invention. Figure 7As shown, the method includes using equipment in the classroom to obtain classroom teaching data; using algorithms to process video, sound, and screen recording content respectively; superimposing the processing results with the timeline; obtaining feature information of three content features including course objectives and requirements, course difficulties and key points, and subject thinking and characteristics; presetting the standard content outline of each subject according to the characteristics, teaching materials, and content characteristics of different subjects, determining the reference information of each content feature, and presetting the standard teaching outline on the storage server in advance; using AI to compare the feature information of the obtained content features with the reference information of the content features to determine the relationship between the feature information of the teaching content features and the reference information; and integrating the comparison results of the three teaching content features to obtain the teaching content evaluation results.

[0069] The following is an example of teaching content evaluation in colleges and universities to illustrate this.

[0070] Discipline: Mathematics and Applied Mathematics, Course: Mathematical Analysis (I) Functions, Limits and Derivatives.

[0071] Course Content Features: 1. Course Objectives and Requirements: ① Master the rigorous mathematical definitions of functions and limits (in the ε-δ language) and their proof methods. ② Understand the differential calculus nature of derivatives (local linear approximation) and their generalization to multivariate functions. ③ Be able to independently complete proofs of the existence, differentiability, and mean value theorem of limits. ④ Cultivate mathematical modeling skills by integrating them with practical problems (such as optimization and differential equations). 2. Course Key Points: ① Key Points: Strict definition of limits, proof and application of the mean value theorem of differential calculus. ② Difficult Points: Differentiation of multivariate functions, the geometric meaning of derivatives of implicit functions, and the construction of counterexamples (e.g., functions that are everywhere continuous but not differentiable). 3. Disciplinary Thinking and Characteristics: ① Emphasizes a rigorous logical system (definition → theorem → proof → application). ② Focuses on the transition from concrete to abstract (e.g., generalizing derivatives from Rⁿ to general metric spaces). ③ Encourages critical thinking (e.g., verifying the necessity of theorem conditions through counterexamples).

[0072] Reference Information (based on the course syllabus and academic standards): 1. Course Objectives and Requirements: Mastery of Limit Definitions: 85% (including ε-δ proof training); Ability to Apply the Mean Value Theorem: 75%; Completion of Practical Problem Modeling: 70%. 2. Key Points: Mean Value Theorem in Differential Calculus: 90%; Derivatives of Implicit Functions: 65%; Counterexample Teaching: 60% (most courses lack a counterexample library). 3. Disciplinary Thinking and Characteristics: Rigorous Logical Training: 88%; Ability to Abstract and Generalize: 75%; Penetration of Critical Thinking: 70%.

[0073] AI comparison and evaluation: Analysis revealed that teachers provided sufficient coverage of fundamental theories (e.g., single-variable derivatives) (90% achievement rate), but only 60% of students covered advanced content (e.g., implicit function theorems and geometric interpretations of differential forms). Counterexample teaching and links to cutting-edge disciplinary topics (e.g., applications of differentials in machine learning) were significantly below the reference standard.

[0074] Comprehensive achievement rate: course objectives: 80%, key points: 72%, subject thinking: 76%, overall score: 76% (above average, need to strengthen difficult points and thinking training).

[0075] Improvement suggestions: Increase the geometric intuition and proof of implicit function theorems (including MATLAB visualization); supplement the library of counterexamples (such as Weierstrass functions and Peano curves) to strengthen conceptual understanding; and adopt problem-driven teaching (e.g., "Why is the mean value theorem at the core of calculus?").

[0076] Through the above-mentioned evaluation methods, teachers can identify deficiencies in teaching content and make targeted improvements. By improving the standardization, rationalization and cutting-edge nature of teachers' teaching content, they can continuously improve the content of education and teaching, and improve the quality and effectiveness of teaching through internships.

[0077] The artificial intelligence-based teacher classroom teaching content evaluation method / system provided by the present invention can effectively monitor the content and scope of the teacher's lectures in the classroom, and can objectively evaluate the teaching content, thereby guiding teachers to change their concepts and no longer stick to the traditional textbook content, so as to adjust the teaching content in a timely manner according to actual conditions, thereby continuously consolidating the foundation of education.

[0078] Based on the foregoing embodiments, an embodiment of the present invention provides a teaching content evaluation device. The modules included in the device and the units included in each module can be implemented by a processor; of course, they can also be implemented by a specific logic circuit; in the implementation process, the processor can be a central processing unit (CPU), a microprocessor (MPU), a digital signal processor (DSP) or a field programmable gate array (FPGA), etc.

[0079] The teaching content evaluation device provided by the present invention is described below. The teaching content evaluation device described below and the teaching content evaluation method described above can be referenced to each other.

[0080] Figure 8 This is a schematic diagram of the structure of the teaching content evaluation device provided by the present invention. Figure 8 As shown, the apparatus 300 includes a feature information acquisition module 301, a reference information acquisition module 302, and an evaluation result acquisition module 303, wherein: Feature information acquisition module 301 is used to acquire content feature information based on classroom teaching data. The content feature information includes target content features and feature information corresponding to the target content features. The target content features include at least two of the following: course objectives and requirements, key points and difficulties of the course, and disciplinary thinking and characteristics. The course objectives and requirements are used to represent the specific goals expected to be achieved by the course, as well as the specific requirements set to achieve these goals. The key points and difficulties of the course are used to represent key knowledge points or skill points in the course that are difficult for students to understand and master, as well as parts that the teacher believes need special emphasis and in-depth explanation. The disciplinary thinking and characteristics are used to represent the unique thinking style, research methods, historical development, interdisciplinary connections, and cutting-edge dynamics of the course. Reference information acquisition module 302, for acquiring reference information corresponding to the target content features according to the standard course syllabus and student professional training syllabus; The evaluation result acquisition module 303 is configured to determine a content evaluation result based on the feature information of the target content feature and the reference information of the target content feature.

[0081] In some embodiments, the feature information acquisition module 301 includes a data processing unit and a feature screening unit, wherein: The data processing unit is configured to process the classroom teaching data to obtain target text information based on a time axis, wherein the classroom teaching data includes at least one of teaching video data, teaching screen recording data, and teaching sound data; The feature screening unit is used to perform feature screening on the target text information according to the evaluation index corresponding to the target content feature to obtain feature information corresponding to the target content feature, where the evaluation index corresponding to the target content feature is used to represent the conditions for screening the feature information of the target content feature.

[0082] In some embodiments, the target content characteristics include the course objectives and requirements, and the evaluation indicators corresponding to the course objectives and requirements include at least one of a first indicator, a second indicator, and a third indicator. The first indicator is used to characterize whether the course objectives and requirements are reflected or mentioned, the second indicator is used to characterize whether the mentioned course objectives and requirements match the current learning stage, and the third indicator is used to characterize whether the mentioned course objectives and requirements match the graduation requirements. The feature screening unit is specifically used to: perform feature screening on the target text information according to at least one of the first indicator, the second indicator, and the third indicator to obtain feature information corresponding to the course objectives and requirements. The feature information corresponding to the course objectives and requirements constitutes the feature information corresponding to the target content characteristics.

[0083] In some embodiments, the target content features include the key points and difficulties of the course, and the evaluation indicators corresponding to the key points and difficulties of the course include at least one of the fourth indicator, the fifth indicator, the sixth indicator and the seventh indicator. The fourth indicator is used to characterize whether the key points and difficulties are clear, the fifth indicator is used to characterize the time for explaining the key points and difficulties, the sixth indicator is used to characterize whether the explained key points and difficulties are in line with the students' background, and the seventh indicator is used to characterize whether the key points and difficulties are in line with the students' level. The feature screening unit is specifically used to: perform feature screening on the target text information according to at least one of the fourth indicator, the fifth indicator, the sixth indicator and the seventh indicator to obtain feature information corresponding to the key points and difficulties of the course, and the feature information corresponding to the key points and difficulties of the course constitutes the feature information corresponding to the target content features.

[0084] In some embodiments, the target content characteristics include the subject thinking and characteristics, and the evaluation indicators corresponding to the subject thinking and characteristics include at least one of the eighth indicator, the ninth indicator, the tenth indicator and the eleventh indicator. The eighth indicator is used to characterize whether four content dimensions are involved. The four content dimensions include subject thinking, subject history, interdisciplinary connections and subject frontiers. The ninth indicator is used to characterize the explanation time of each content dimension. The tenth indicator is used to characterize whether the citations made in the interdisciplinary dimension are appropriate. The eleventh indicator is used to characterize whether the content explanation of the subject thinking and characteristics has cultivated students' comprehensive abilities. The feature screening unit is specifically used to: perform feature screening on the target text information according to at least one of the eighth indicator, the ninth indicator, the tenth indicator and the eleventh indicator to obtain feature information corresponding to the subject thinking and characteristics. The feature information corresponding to the subject thinking and characteristics constitutes the feature information corresponding to the target content characteristics.

[0085] In some embodiments, the reference information acquisition module 302 is specifically used to perform feature screening on the standard course outline and the student professional training outline according to the evaluation indicators corresponding to the target content characteristics to obtain reference information corresponding to the target content characteristics.

[0086] In some embodiments, the evaluation result acquisition module 303 is specifically used to: compare the feature information of each content feature in the feature information of the target content feature with the reference information of the corresponding content feature in the reference information of the target content feature to obtain the comparison results corresponding to each content feature, and the comparison results corresponding to each content feature include whether the content feature is mentioned and the relationship between the feature information of each content feature and the reference information; merge the comparison results corresponding to the content features to obtain the content evaluation result.

[0087] In the embodiment of the present invention, it is possible to perform standard evaluation on the teaching content in multiple dimensions, thereby achieving an objective and fair evaluation of the teaching content.

[0088] Figure 9 Schematic diagram of the physical structure of the electronic device provided by the present invention. Figure 9 As shown, the electronic device 400 may include: a processor 410 , a communication interface 420 , a memory 430 and a communication bus 440 , wherein the processor 410 , the communication interface 420 and the memory 430 communicate with each other via the communication bus 440 . The processor 410 can call the logic instructions in the memory 430 to execute the teaching content evaluation method, which includes: obtaining content feature information based on classroom teaching data, the content feature information includes target content features and feature information corresponding to the target content features, the target content features include at least two of course objectives and requirements, course key points, and subject thinking and characteristics. The course objectives and requirements are used to represent the specific goals that the course expects to achieve, as well as the specific requirements set to achieve these goals. The course key points are used to represent the key knowledge points or skill points in the course that are difficult for students to understand and master, as well as the parts that teachers believe need special emphasis and in-depth explanation. The subject thinking and characteristics are used to represent the course-specific thinking methods, research methods, historical development, interdisciplinary connections, and cutting-edge dynamics; obtaining reference information corresponding to the target content features based on the standard course syllabus and the student professional training syllabus; determining the content evaluation results based on the feature information of the target content features and the reference information of the target content features.

[0089] Furthermore, the logic instructions in the aforementioned memory 430 can be implemented as software functional units and, when sold or used as independent products, can be stored in a computer-readable storage medium. Based on this understanding, the technical solution of the present invention, or the portion that contributes to the prior art, or a portion of the technical solution, can be embodied in the form of a software product. This computer software product, stored in a storage medium, includes instructions for enabling a computer device (which can be a personal computer, server, or network device, etc.) to perform all or part of the steps of the methods described in various embodiments of the present invention. The aforementioned storage medium includes various media capable of storing program code, such as a USB flash drive, a mobile hard drive, a read-only memory (ROM), a random access memory (RAM), a magnetic disk, or an optical disk.

[0090] On the other hand, the present invention also provides a computer program product, which includes a computer program, which can be stored on a non-transitory computer-readable storage medium. When the computer program is executed by a processor, the computer can execute the teaching content evaluation method provided by the above-mentioned methods, the method including: obtaining content feature information based on classroom teaching data, the content feature information including target content features and feature information corresponding to the target content features, the target content features including at least two of course objectives and requirements, course key points and difficulties, and subject thinking and characteristics. The course objectives and requirements are used to represent the specific goals that the course expects to achieve, as well as the specific requirements set to achieve these goals. The course key points and difficulties are used to represent the key knowledge points or skill points in the course that are difficult for students to understand and master, as well as the parts that the teacher believes need special emphasis and in-depth explanation. The subject thinking and characteristics are used to represent the course's unique thinking methods, research methods, historical development, interdisciplinary connections, and cutting-edge dynamics; obtaining reference information corresponding to the target content features based on the standard course syllabus and the student professional training syllabus; and determining the content evaluation results based on the feature information of the target content features and the reference information of the target content features.

[0091] The computer program product includes one or more computer instructions. When loaded and executed on a computer, the computer program instructions fully or partially perform the processes or functions described in accordance with the embodiments of the present invention. The computer may be a general-purpose computer, a special-purpose computer, a computer network, or other programmable device. The computer instructions may be stored in a computer-readable storage medium or transmitted from one computer-readable storage medium to another. For example, the computer instructions may be transmitted from one website, computer, server, or data center to another website, computer, server, or data center via a wired (e.g., coaxial cable, optical fiber, digital subscriber line (DSL)) or wireless (e.g., infrared, wireless, microwave, etc.) method. The computer-readable storage medium may be any available medium capable of computer storage or a data storage device such as a server or data center that integrates one or more available media. The available medium may be magnetic media (e.g., floppy disks, hard disks, magnetic tapes), optical media (e.g., DVDs), or semiconductor media (e.g., solid-state drives (SSDs)).

[0092] On the other hand, the present invention also provides a non-transitory computer-readable storage medium having a computer program stored thereon, which, when executed by a processor, is implemented to execute the teaching content evaluation method provided by the above-mentioned methods, the method comprising: obtaining content feature information based on classroom teaching data, the content feature information including target content features and feature information corresponding to the target content features, the target content features including at least two of course objectives and requirements, course key points, and subject thinking and characteristics, the course objectives and requirements are used to characterize the specific goals that the course expects to achieve, as well as the specific requirements set to achieve these goals, the course key points are used to characterize the key knowledge points or skill points in the course that are difficult for students to understand and master, as well as the parts that teachers believe need special emphasis and in-depth explanation, the subject thinking and characteristics are used to characterize the course-specific thinking methods, research methods, historical development, interdisciplinary connections, and cutting-edge dynamics; obtaining reference information corresponding to the target content features based on the standard course syllabus and the student professional training syllabus; determining the content evaluation results based on the feature information of the target content features and the reference information of the target content features.

[0093] The computer-readable storage medium may be any combination of one or more computer-readable media. The computer-readable medium may be a computer-readable signal medium or a computer-readable storage medium. The computer-readable storage medium may be, for example, but not limited to, an electrical, magnetic, optical, electromagnetic, infrared, or semiconductor system, apparatus, or device, or any combination thereof. More specific examples (a non-exhaustive list) of computer-readable storage media include: an electrical connection having one or more conductors, a portable computer disk, a hard disk, random access memory (RAM), read-only memory (ROM), erasable programmable read-only memory (EPROM) or flash memory, optical fiber, a portable compact disk read-only memory (CD-ROM), an optical storage device, a magnetic storage device, or any suitable combination thereof. In this document, a computer-readable storage medium may be any tangible medium containing or storing a program that can be used by or in conjunction with an instruction execution system, apparatus, or device.

[0094] A computer-readable signal medium may include a data signal propagated in baseband or as part of a carrier wave, which carries computer-readable program code. Such a propagated data signal may take a variety of forms, including, but not limited to, electromagnetic signals, optical signals, or any suitable combination thereof. A computer-readable signal medium may also be any computer-readable medium other than a computer-readable storage medium that can transmit, propagate, or transport a program for use by or in conjunction with an instruction execution system, apparatus, or device.

[0095] Program code embodied on a computer-readable medium may be transmitted using any appropriate medium, including but not limited to wireless, wireline, optical fiber cable, radio frequency (RF), etc., or any suitable combination of the foregoing.

[0096] Computer program code for performing the operations of this specification may be written in one or more programming languages, or a combination thereof, including object-oriented programming languages such as Java, Smalltalk, and C++, as well as conventional procedural programming languages such as "C" or similar programming languages. The program code may execute entirely on the user's computer, partially on the user's computer, as a stand-alone software package, partially on the user's computer and partially on a remote computer, or entirely on the remote computer or server. In the case of a remote computer, the remote computer may be connected to the user's computer through any type of network, including a local area network (LAN) or a wide area network (WAN), or may be connected to an external computer (e.g., through the Internet using an Internet service provider).

[0097] The device embodiments described above are merely illustrative. The units described as separate components may or may not be physically separate, and the components shown as units may or may not be physical units, i.e., they may be located in one location or distributed across multiple network units. Some or all of the modules may be selected based on actual needs to achieve the objectives of the present embodiment. Persons of ordinary skill in the art will be able to understand and implement the present invention without inventive effort.

[0098] Through the above description of the embodiments, those skilled in the art will clearly understand that each embodiment can be implemented using software plus a necessary general-purpose hardware platform, or of course, hardware. Based on this understanding, the essence of the above technical solution, or the portion that contributes to the prior art, can be embodied in the form of a software product. This computer software product can be stored in a computer-readable storage medium, such as ROM / RAM, a magnetic disk, or an optical disk, and includes a number of instructions for causing a computer device (such as a personal computer, server, or network device) to execute the methods described in each embodiment or certain portions of the embodiments.

[0099] Finally, it should be noted that the above embodiments are only used to illustrate the technical solutions of the present invention, rather than to limit it. Although the present invention has been described in detail with reference to the aforementioned embodiments, those skilled in the art should understand that they can still modify the technical solutions described in the aforementioned embodiments, or make equivalent replacements for some of the technical features therein. However, these modifications or replacements do not deviate the essence of the corresponding technical solutions from the spirit and scope of the technical solutions of the various embodiments of the present invention.

Claims

1. A teaching content evaluation method, characterized in that: include: Obtaining content feature information based on classroom teaching data, the content feature information including target content features and feature information corresponding to the target content features, the target content features including at least two of the following: course objectives and requirements, key points and difficulties of the course, and disciplinary thinking and characteristics. The course objectives and requirements are used to represent the specific objectives expected to be achieved by the course, as well as the specific requirements set to achieve these objectives. The key points and difficulties of the course are used to represent key knowledge points or skill points in the course that are difficult for students to understand and master, as well as parts that the teacher believes require special emphasis and in-depth explanation. The disciplinary thinking and characteristics are used to represent the unique thinking style, research methods, historical development, interdisciplinary connections, and cutting-edge dynamics of the course; Obtain reference information corresponding to the target content characteristics according to the standard course syllabus and student professional training syllabus; A content evaluation result is determined according to the feature information of the target content feature and the reference information of the target content feature.

2. The teaching content evaluation method according to claim 1, characterized in that: The obtaining of content feature information based on classroom teaching data includes: Processing the classroom teaching data to obtain target text information based on a timeline, wherein the classroom teaching data includes at least one of teaching video data, teaching screen recording data, and teaching sound data; The target text information is feature-screened according to the evaluation index corresponding to the target content feature to obtain feature information corresponding to the target content feature. The evaluation index corresponding to the target content feature is used to represent the conditions for screening the feature information of the target content feature.

3. The teaching content evaluation method according to claim 2, characterized in that: The target content features include the course objectives and requirements, and the evaluation indicators corresponding to the course objectives and requirements include at least one of a first indicator, a second indicator, and a third indicator. The first indicator is used to indicate whether the course objectives and requirements are reflected or mentioned, the second indicator is used to indicate whether the mentioned course objectives and requirements match the current learning stage, and the third indicator is used to indicate whether the mentioned course objectives and requirements match the graduation requirements. The target text information is feature-screened according to the evaluation indicators corresponding to the target content features to obtain feature information corresponding to the target content features, including: The target text information is feature-screened according to at least one of the first indicator, the second indicator and the third indicator to obtain feature information corresponding to the course objectives and requirements. The feature information corresponding to the course objectives and requirements constitutes the feature information corresponding to the target content features.

4. The teaching content evaluation method according to claim 2, characterized in that: The target content features include the key points and difficulties of the course, and the evaluation indicators corresponding to the key points and difficulties of the course include at least one of a fourth indicator, a fifth indicator, a sixth indicator, and a seventh indicator. The fourth indicator is used to indicate whether the key points and difficulties are clear, the fifth indicator is used to indicate the time for explaining the key points and difficulties, the sixth indicator is used to indicate whether the explained key points and difficulties are consistent with the student background, and the seventh indicator is used to indicate whether the key points and difficulties are consistent with the student level. The target text information is subjected to feature screening based on the evaluation indicators corresponding to the target content features to obtain feature information corresponding to the target content features, including: The target text information is feature-screened according to at least one of the fourth indicator, the fifth indicator, the sixth indicator and the seventh indicator to obtain feature information corresponding to the key points and difficulties of the course. The feature information corresponding to the key points and difficulties of the course constitutes the feature information corresponding to the target content feature.

5. The teaching content evaluation method according to claim 2, characterized in that: The target content characteristics include the subject thinking and characteristics. The evaluation indicators corresponding to the subject thinking and characteristics include at least one of the eighth indicator, the ninth indicator, the tenth indicator, and the eleventh indicator. The eighth indicator is used to characterize whether four content dimensions are involved. The four content dimensions include subject thinking, subject history, interdisciplinary connections, and subject frontiers. The ninth indicator is used to characterize the explanation time of each content dimension. The tenth indicator is used to characterize whether the citations made in the interdisciplinary dimension are appropriate. The eleventh indicator is used to characterize whether the explanation of the content with the subject thinking and characteristics has cultivated students' comprehensive abilities. The target text information is subjected to feature screening based on the evaluation indicators corresponding to the target content characteristics to obtain feature information corresponding to the target content characteristics, including: The target text information is feature-screened according to at least one of the eighth indicator, the ninth indicator, the tenth indicator and the eleventh indicator to obtain feature information corresponding to the subject thinking and characteristics. The feature information corresponding to the subject thinking and characteristics constitutes the feature information corresponding to the target content characteristics.

6. The teaching content evaluation method according to claim 2, characterized in that: The obtaining of reference information corresponding to the target content features according to the standard course syllabus and the student professional training syllabus includes: The standard course outline and the student professional training outline are subjected to feature screening according to the evaluation indicators corresponding to the target content features to obtain reference information corresponding to the target content features.

7. The teaching content evaluation method according to claim 1, characterized in that: The determining of the content evaluation result according to the feature information of the target content feature and the reference information of the target content feature includes: comparing feature information of each content feature in the feature information of the target content feature with reference information of the corresponding content feature in the reference information of the target content feature to obtain a comparison result corresponding to each content feature, wherein the comparison result corresponding to each content feature includes whether the content feature is mentioned and a relationship between the feature information of the content feature and the reference information; The comparison results corresponding to the various content features are integrated to obtain the content evaluation result.

8. A teaching content evaluation device, characterized in that: include: A feature information acquisition module is used to acquire content feature information based on classroom teaching data. The content feature information includes target content features and feature information corresponding to the target content features. The target content features include at least two of the following: course objectives and requirements, key points and difficulties of the course, and disciplinary thinking and characteristics. The course objectives and requirements are used to represent the specific goals expected to be achieved by the course, as well as the specific requirements set to achieve these goals. The key points and difficulties of the course are used to represent key knowledge points or skill points in the course that are difficult for students to understand and master, as well as parts that the teacher believes require special emphasis and in-depth explanation. The disciplinary thinking and characteristics are used to represent the course's unique thinking style, research methods, historical development, interdisciplinary connections, and cutting-edge dynamics. A reference information acquisition module is used to obtain reference information corresponding to the target content characteristics according to the standard course syllabus and student professional training syllabus; The evaluation result acquisition module is used to determine the content evaluation result according to the feature information of the target content feature and the reference information of the target content feature.

9. An electronic device comprising a memory, a processor, and a computer program stored in the memory and running on the processor, characterized in that: When the processor executes the computer program, the teaching content evaluation method according to any one of claims 1 to 7 is implemented.

10. A non-transitory computer-readable storage medium having a computer program stored thereon, characterized in that: When the computer program is executed by a processor, the teaching content evaluation method according to any one of claims 1 to 7 is implemented.

Images