Child programming teaching system with multistage fusing mechanism

Abstract

The invention belongs to the technical field of programming teaching, and particularly relates to a children programming teaching system with a multi-level fusing mechanism, which comprises a multi-level task module which comprises a plurality of progressive levels of setting a basic task, a challenge task and a competition task, and the task difficulty is improved along with the levels; the hierarchy evaluation module is used for evaluating the learning effect of each hierarchy based on a task completion result; the fusing triggering module is used for setting a fusing condition associated with the learning progress and triggering an intervention instruction when the learning state meets the fusing condition; and the path adjustment module is used for generating a personalized learning path according to the evaluation result and the fusing instruction. According to the method, hierarchical course structures of multiple tasks are dynamically bound with a fusing condition triggering mechanism to form closed-loop control, degradation review or acceleration advancement is automatically triggered through fusing conditions, the problem of one-step teaching progress is solved, and the dynamic adaptability of teaching is improved; and the hierarchical task design enables the evaluation result to be directly associated with the specific capability short board, so that the bottleneck can be well and accurately positioned.

Description

Technical Field

[0001] The present invention belongs to the technical field of programming teaching, and specifically relates to a children's programming teaching system with a multi-level fuse mechanism. Background Art

[0002] Programming is the process of translating human thought into instructions that computers can understand and execute by writing code using a specific programming language. Its core is solving practical problems through algorithms and data structures, and controlling computer behavior to achieve intended functionality. The multi-level circuit breaker mechanism is a layered risk control strategy that gradually addresses varying degrees of systemic risk by setting multiple thresholds and countermeasures. Its core principle is "tiered triggering and layered protection" to prevent a single issue from triggering a chain reaction. Applying it to programming instruction can effectively assess learning and understanding.

[0003] In existing technologies, traditional programming teaching uses static course outlines, such as fixed chapter progress, which cannot adjust the difficulty according to students' real-time performance or intervene in stagnation. It also lacks a scientific evaluation system, making it difficult to accurately understand the level of mastery.

[0004] Especially in children's programming education, how to effectively evaluate children's learning outcomes and actual programming level is an important issue. Therefore, it is of great practical significance to build a children's programming teaching system that can dynamically monitor children's learning status and adjust the teaching content and difficulty in time according to their performance. Summary of the Invention

[0005] In order to solve the above-mentioned problems existing in the prior art, the present invention provides a children's programming teaching system with a multi-level fuse mechanism, which aims to solve the technical problems in the prior art that traditional programming teaching adopts a static course outline, such as a fixed chapter progress, cannot adjust the difficulty or intervene in the stagnation state according to the students' real-time performance, lacks a scientific evaluation system, and is difficult to accurately understand the degree of mastery.

[0006] To achieve the above-mentioned object, the present invention provides the following technical solutions: a children's programming teaching system with a multi-level fuse mechanism, comprising a multi-level task module, a hierarchical evaluation module, a fuse trigger module, and a path adjustment module;

[0007] The multi-level task module includes setting multiple progressive levels of basic tasks, challenge tasks and competition tasks, and the task difficulty increases with the level; the level evaluation module includes evaluating the learning effect of each level based on the task completion results; the fuse trigger module includes setting fuse conditions associated with the learning progress, and triggering intervention instructions when the learning status meets the fuse conditions; the path adjustment module includes generating a personalized learning path based on the evaluation results and the fuse instructions.

[0008] Furthermore, the basic task level includes a task group for training basic programming concepts and operational skills; the basic task level also includes evaluation rules based on task completion accuracy and code logic clarity.

[0009] Furthermore, the challenging task level includes task groups that require independent problem solving; the challenging task level also includes team capability assessment through code review and group collaboration.

[0010] Furthermore, the competition task level includes comprehensive tasks that simulate the programming competition environment; the competition task level also includes multi-dimensional evaluation rules for algorithm implementation, innovation and competition results.

[0011] Furthermore, the circuit breaker condition includes a threshold for continuous failure of basic tasks; the circuit breaker condition also includes a threshold for the duration of stagnation of the progress of the challenge task.

[0012] Furthermore, the fuse trigger module executes an instruction to suspend new knowledge learning; the fuse trigger module executes an instruction to start old knowledge review or additional tutoring.

[0013] Furthermore, the path adjustment module accelerates the entry of those who have passed the basic assessment into the challenge task; the path adjustment module downgrades and strengthens the pre-level training for those who have triggered the fuse.

[0014] Furthermore, it also includes a data monitoring module and an early warning feedback module;

[0015] The data monitoring module collects classroom performance and homework data in real time through the online platform;

[0016] The early warning feedback module sends fuse trigger notifications and intervention suggestions to teachers and parents.

[0017] Compared with the prior art, the present invention has the following beneficial effects:

[0018] 1. In the present invention, the hierarchical course structure of basic tasks, challenge tasks, and competition tasks is dynamically bound to the circuit breaker condition trigger mechanism to form a closed-loop control. Through the circuit breaker conditions, such as continuous failures and progress stagnation, downgraded review or accelerated advancement is automatically triggered, solving the problem of "one-size-fits-all" teaching progress and improving the dynamic adaptability of teaching; the hierarchical task design enables the evaluation results to be directly related to specific ability shortcomings, such as weak basic operations or insufficient algorithmic thinking, thereby better and more accurately locating bottlenecks.

[0019] 2. In the existing technology, teachers’ subjective experience is relied upon to judge learning difficulties, which easily leads to missed warning opportunities and difficulty in adjusting teaching content in a timely manner. In the present invention, quantifiable circuit breaker thresholds are set, such as “three consecutive failures in basic tasks” and “no progress in challenge tasks for two weeks”. These thresholds are triggered in real time through online platform data, and automated monitoring is used to avoid human delays. Circuit breaker is initiated at the early stage of lag, such as pausing new lessons and strengthening review, to achieve timely intervention; students are prevented from losing confidence due to repeated failures, and downgraded training is performed after the circuit breaker to consolidate the basics, thereby reducing the cost of trial and error.

[0020] 3. In the existing technology, the traditional system cannot directly convert the evaluation results into teaching actions, and it is difficult to provide a basis for targeted adjustments. In the present invention, based on the hierarchical evaluation results and the fuse trigger status, personalized learning paths are dynamically output, such as "accelerated skipping" or "downgrading and reinforcement", and advanced content is opened to excellent students in advance. Remedial plans are automatically matched for students with difficulties, further realizing teaching according to students' aptitude, reducing the time cost of teachers manually making plans, focusing on core tutoring, and thus optimizing resources. BRIEF DESCRIPTION OF THE DRAWINGS

[0021] The accompanying drawings are used to provide a further understanding of the present invention and constitute a part of the specification. Together with the embodiments of the present invention, they are used to explain the present invention and do not constitute a limitation of the present invention. In the accompanying drawings:

[0022] Figure 1 is a flow chart of the present invention;

[0023] Figure 2 It is a multi-level task hierarchical relationship diagram in the present invention;

[0024] Figure 3 This is a flow chart of the fuse triggering mechanism in the present invention;

[0025] Figure 4 Generate a logic diagram for the personalized path in the present invention;

[0026] Figure 5 This is a data monitoring and early warning flow chart in the present invention;

[0027] Figure 6 This is a flowchart of the fuse intervention execution in the present invention;

[0028] Figure 7 This is the system state transition diagram in the present invention. DETAILED DESCRIPTION

[0029] The following will clearly and completely describe the technical solutions in the embodiments of the present invention in conjunction with the accompanying drawings. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making creative efforts are within the scope of protection of the present invention.

[0030] Example 1:

[0031] See also Figure 1-Figure 7 , this embodiment provides the following technical solutions: a children's programming teaching system with a multi-level fuse mechanism, including a multi-level task module, a hierarchical evaluation module, a fuse trigger module and a path adjustment module; the multi-level task module includes setting multiple progressive levels of basic tasks, challenge tasks and competition tasks, and the task difficulty increases with the level; the hierarchical evaluation module includes evaluating the learning effect of each level based on the task completion results; the fuse trigger module includes setting a fuse condition associated with the learning progress, and triggering an intervention instruction when the learning status meets the fuse condition; the path adjustment module includes generating a personalized learning path based on the evaluation results and the fuse instruction; traditional fixed courses cannot adapt to the differences in individual learning speed. The learning progress is bound to the fuse condition through the multi-level task hierarchical progressive design to avoid advanced learning, fuse degradation or progress lag when stuck, and accelerated skipping when the evaluation is passed, which has better dynamic matching learning ability.

[0032] The basic task level includes task groups used to train basic programming concepts and operational skills; the basic task level also includes evaluation rules based on task completion accuracy and code logic clarity; traditional teaching cannot distinguish between "weak understanding" and "operational errors", and through task groups focusing on core concepts such as variables and loops and quantitative evaluation of code logic clarity, circuit breaker decisions rely on objective data rather than the teacher's subjective experience, thereby accurately locating basic ability deficiencies.

[0033] The challenge task level includes task groups that are required to independently solve practical problems; the challenge task level also includes team capability assessment through code review and group collaboration. Independent programming training cannot reflect the capabilities of real development scenarios. Through practical problem-solving tasks, code review, and mandatory assessment of group collaboration, a team collaboration dimension basis is provided for post-fuse path adjustment, which better exposes the shortcomings of actual engineering collaboration.

[0034] The competition task level includes comprehensive tasks that simulate the programming competition environment; the competition task level also includes multi-dimensional evaluation rules for algorithm implementation, innovation and competition results. Ordinary assignments cannot evaluate the ability to withstand pressure in competition scenarios. By simulating competition environment tasks and algorithms, and multi-dimensional scoring of innovation, competition-level talents can be identified, thereby accelerating their advancement or those who need special reinforcement, thereby triggering circuit breakers and better quantifying high-level capability bottlenecks.

[0035] The circuit breaker conditions include the continuous failure threshold of basic tasks; the circuit breaker conditions also include the stagnation time threshold of challenge task progress. The circuit breaker trigger module executes the instruction to suspend new knowledge learning; the circuit breaker trigger module executes the instruction to start reviewing old knowledge or additional tutoring. In traditional teaching, new lessons are mechanically advanced despite repeated failures. The continuous failure threshold is used to trigger the pause instruction and start reviewing old knowledge, so that weak points are forced to be consolidated after the circuit breaker, reducing time waste and better eliminating ineffective repetitive training.

[0036] The path adjustment module accelerates those who have passed the basic assessment to enter the challenge task; the path adjustment module downgrades those who have triggered the circuit breaker and strengthens the previous level training. The manually formulated learning plan lags behind the real-time ability changes. The evaluation results are directly connected to the path generation engine to accelerate or downgrade instructions, thereby dynamically ensuring that the task difficulty and current ability are within plus or minus one standard deviation to avoid the risk of ability mismatch.

[0037] It also includes a data monitoring module and an early warning feedback module; the data monitoring module collects classroom performance and homework data in real time through an online platform; the early warning feedback module sends circuit breaker trigger notifications and intervention suggestions to teachers and parents. It is difficult for teachers to synchronously track all student classroom and homework details. Through the online platform, behavioral data is collected in real time and early warnings are automatically pushed, so that the circuit breaker can be responded to within 24 hours, avoiding the accumulation of problems and better intercepting blind spots in teaching accidents.

[0038] Example 2:

[0039] See also Figure 1-Figure 7 In this embodiment, the staff conducted an 8-week study in a Python programming course on the theme of smart agriculture with a group of 12-year-old students according to the method disclosed in the present invention.

[0040] The first phase of the basic task required students to write an environmental monitoring program. A student named Zhang triggered a circuit breaker due to three consecutive indentation errors. The system paused the new lesson and sent a special training exercise: the first question corrected single-line indentation, the second question completed the function structure, and the third question adjusted the loop nesting. All questions had to be completed correctly before continuing with the main task.

[0041] The second phase involved designing a greenhouse control system. Due to a logic confusion, student Li hadn't made any progress for a while. The system froze the task and initiated intervention: an embedded code debugging tool highlighted errors, arranged for students to collaborate with their peers who had already completed the task, and the teacher supplemented the evening logic analysis class. After three revisions, the student passed the lighting control test.

[0042] The third phase of the task focused on optimizing energy-saving algorithms. Student Chu triggered an acceleration channel due to his excellent performance in the early evaluation: the linear regression learning module was opened to provide an extended data set for algorithm training; the energy consumption model he finally implemented was verified by the system to have an efficiency improvement of 15%, and the evaluation report showed that the algorithm capability was better than the class average.

[0043] The entire teaching process achieves a fusing response through dynamic monitoring: when the error rate of the basic layer exceeds the standard, the teacher's end generates teaching key point prompts (such as "Currently, 70% of the errors are concentrated in the loop structure"); when the challenge layer stalls, review suggestions are sent to parents.

[0044] Course data shows that: the completion rate of group tasks in the fusing mechanism reaches 88% (26% higher than the control group), the mastery rate of core programming concepts increases by 32%, and the logical error rate drops within the teaching safety threshold. The teaching platform dynamically adjusts the task difficulty based on real-time assessment to maintain an effective learning range.

[0045] Example 3:

[0046] Please refer to Figure 1-Figure 7 , in this example, the staff develops a campus management system for 12 - 14-year-old students in stages according to the method disclosed in the present invention in a Python programming course.

[0047] The first-level basic layer sets a two-stage fusing: the 1st-stage task stores the class list in a dictionary (fusing point: 3 consecutive key-value matching errors), and the 2nd-stage task realizes attendance statistics (fusing point: 5 loop counting deviations). Student A triggered fusing in the 1st-stage task by mistakenly taking the student number as the value instead of the key. The system forced a downgrade to data reconstruction training, and after completing three groups of key-value conversion exercises (such as changing ["101": "Zhang San"] to ["Zhang San": 101]) with 100% accuracy, it was unlocked.

[0048] The second-level challenge layer is divided into three stages: the 1st-stage designs a classroom reservation system (fusing: time conflict detection not achieved within 48 hours), the 2nd-stage develops an equipment repair module (new fusing point: form validation error rate > 40%), and the 3rd-stage optimizes the repair priority algorithm (fusing: response time simulation not reaching the benchmark). Student B triggered fusing in the 2nd-stage task due to form validation vulnerabilities. The system froze the development permission and started the "security sandbox": automatically marked the failed items in 10 test cases (such as not detecting empty input), pushed the input validation specification document, and continued only after passing all tests.

[0049] The third-level application layer implements dynamic fusing: the cafeteria crowd flow prediction model of Student C showed overfitting during testing (validation set accuracy < 60%), triggering model optimization fusing, and associating it with the "data cleaning" sub-module of the 2nd-stage 3 task for retraining; at the same time, an energy consumption analysis extension module (acceleration channel) was opened for Student D with a robust algorithm, but a fault tolerance fusing was added (downgrade if the number of running crashes ≥ 2).

[0050] The fourth-level deployment layer introduces an operation and maintenance circuit breaker mechanism: Because student E's Web deployment version fails to handle concurrent requests (circuit breaker condition: stress test crash rate > 30%), the system automatically rolls back to the previous stable version and inserts a concurrent programming micro-course (including thread lock practical cases). A stress test report must be submitted before it can be re-released.

[0051] The fifth iteration layer sets a user feedback circuit breaker: when Student F's mobile interface receives 20% negative user reviews (circuit breaker threshold: usability score <3 / 5), the experience optimization circuit breaker is triggered and the A / B testing process is forced to be connected - users are diverted to the new and old versions, click heat maps are collected, and three key interactions are modified (such as enlarging the appointment button) until the positive review rate meets the standard.

[0052] A multi-level circuit breaker mechanism responds across five levels of teaching tasks. When the foundation-level circuit breaker is triggered, the teacher displays a distribution map of class data errors (e.g., 70% of errors are concentrated in dictionary operations); when the application-level model circuit breaker is triggered, academic guidance (overfitting case analysis) is activated; when the deployment-level circuit breaker is triggered, a rollback alert is sent to the operations team; and when the iteration-level circuit breaker is triggered by negative reviews, a user behavior analysis report is generated. Course data shows that the completion rate for classes with a five-level circuit breaker has reached the target level in a step-by-step manner (98% for the foundation level → 80% for the iteration level). Compared to a single-level circuit breaker system, the task abandonment rate has decreased by 18%, and the critical error interception rate has increased to 92%. The teaching platform implements micro-circuit breakpoints (such as the stress test point at the fourth level) to achieve millimeter-level capacity reinforcement, preventing the accumulation of faults.

[0053] Finally, it should be noted that the above descriptions are merely preferred embodiments of the present invention and are not intended to limit the present invention. Although the present invention has been described in detail with reference to the aforementioned embodiments, those skilled in the art will be able to modify the technical solutions described in the aforementioned embodiments or substitute equivalents for some of the technical features. Any modifications, equivalent substitutions, and improvements made within the spirit and principles of the present invention shall be included within the scope of protection of the present invention.

Claims

1. A children's programming teaching system with a multi-level fuse mechanism, characterized by: Includes multi-level task module, hierarchical evaluation module, circuit breaker trigger module and path adjustment module; The multi-level task module includes multiple progressive levels of basic tasks, challenge tasks and competition tasks, and the difficulty of the tasks increases with the level; The level evaluation module includes evaluating the learning effect of each level based on the task completion results; The fuse trigger module includes setting a fuse condition associated with the learning progress, and triggering an intervention instruction when the learning state meets the fuse condition; The path adjustment module includes generating a personalized learning path based on the evaluation results and the fuse instructions.

2. A children's programming teaching system with a multi-level fuse mechanism according to claim 1, characterized in that: The basic task level includes a task group for training basic programming concepts and operational skills; The basic task level also includes evaluation rules based on task completion accuracy and code logic clarity.

3. The children's programming teaching system with a multi-level fuse mechanism according to claim 1, characterized in that: The challenge task level includes task groups that require autonomous solution of practical problems; The challenge task level also includes team capability assessment through code review and group collaboration.

4. The children's programming teaching system with a multi-level fuse mechanism according to claim 1, characterized in that: The competition task level includes comprehensive tasks that simulate the programming competition environment; The competition task level also includes multi-dimensional evaluation rules for algorithm implementation, innovation and competition results.

5. The children's programming teaching system with a multi-level fuse mechanism according to claim 1, characterized in that: The circuit breaker conditions include a basic task continuous failure threshold; The circuit breaker conditions also include a threshold for the duration of stagnation in the progress of the challenge task.

6. The children's programming teaching system with a multi-level fuse mechanism according to claim 1, characterized in that: The fuse trigger module executes the instruction to suspend new knowledge learning; The fuse trigger module executes and starts old knowledge review or additional tutoring instructions.

7. The children's programming teaching system with a multi-level fuse mechanism according to claim 1, characterized in that: The path adjustment module performs acceleration of the basic evaluator into the challenge task; The path adjustment module performs front-end layer training to downgrade the trigger fuse.

8. The children's programming teaching system with a multi-level fuse mechanism according to claim 1, characterized in that: It also includes data monitoring module and early warning feedback module; The data monitoring module collects classroom performance and homework data in real time through the online platform; The early warning feedback module sends fuse trigger notifications and intervention suggestions to teachers and parents.

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