Network information service system based on Internet

Abstract

The invention discloses an internet-based network information service system, which relates to the field of information services and comprises a resource integration module, a permission setting module, a learning effect evaluation module and a feedback and optimization module. Through data integration, hierarchical permission configuration and quantitative evaluation feedback, standardization and refinement of online education platform permission management are realized; the learning effect evaluation module constructs a multi-dimensional evaluation system, quantifies the rationality of basic learning permission, dynamic learning permission and linkage of the basic learning permission and the dynamic learning permission, and supports teaching strategy optimization; reasons for unreasonable permission distribution are accurately distinguished, and an adaptive adjustment rule is generated; the system improves the learning effect and participation degree of students through closed-loop management, provides an efficient and scientific authority management scheme for an online education platform, and enhances the comprehensive competitiveness.

Description

Technical Field

[0001] The present invention relates to the field of network information, and in particular to a network information service system based on the Internet. Background Art

[0002] With the rapid development of the Internet industry, various network information service platforms have an increasingly urgent need for refined operations of user rights and interests and improved management efficiency. In the current network information service scenario, the timeliness of resource integration and the scientific nature of the hierarchical configuration of user rights and interests have become the core elements for improving user stickiness and service conversion effects. At the same time, the competition in the Internet field is becoming increasingly fierce, which has put forward higher requirements for the standardization and systematization of rights and interests strategy management. In this industry context, building an integrated network information service rights and interests management system has become an inevitable trend.

[0003] In existing technologies, it is difficult for platforms to accurately allocate differentiated rights and interests based on user behavior, resulting in limited user stickiness and service conversion; there is a lack of an evaluation mechanism for the rationality of rights and interests distribution, and a lack of effective evaluation of the rationality of rights and interests distribution. It is impossible to quantify and analyze the distribution effects of static and dynamic rights and interests, making it difficult to judge whether the rights and interests strategy has achieved the expected goals, which can easily lead to waste of resources and loss of user experience, and it is difficult to adapt to the needs of refined operation of Internet information services. Summary of the Invention

[0004] The purpose of the present invention is to provide an Internet-based network information service system that solves the problems existing in the background technology.

[0005] In order to solve the above technical problems, the present invention adopts the following technical solutions: The present invention provides an Internet-based network information service system, including: a resource integration module, which realizes unified access and classified management of course resources by connecting with multiple education platforms and content providers.

[0006] Through active push or data synchronization request through the interface, two-way synchronization of course information and teacher data is achieved; course prices, remaining places, course start time, and course completion status are synchronized in real time; and teacher data is dynamically updated, including teaching plan adjustments and temporary course adjustment notifications, which are pushed to the user end in real time.

[0007] The permission setting module obtains the level classification of students in several courses on the education platform and the learning behavior data of users within a set period, and allocates basic learning permissions to each student level based on each course; at the same time, it supports teachers to dynamically adjust learning permissions according to the teaching plan.

[0008] Provide different free course ranges, homework submission times and examination permissions for each user level; collect learning behavior data and divide the learning behavior data into student data and system data to provide a basis for subsequent judgment; each course provides differentiated basic learning permissions based on the student's level, and the differentiated basic learning permissions specifically include access rights, material download permissions, free course range, homework submission times limit and examination permissions for each student level in each course; teachers log in to the system management interface, and in the teaching plan module, conduct teaching plan completion assessments for students of each course and level, and can choose to upgrade permissions after completion.

[0009] The learning effect evaluation module conducts quantitative analysis on the rationality of basic learning authority allocation and the adaptability of dynamic learning authority adjustment, generates basic authority rationality scores and dynamic authority linkage adaptation values, and evaluates the efficiency of achieving teaching objectives.

[0010] The basic permission rationality scoring is carried out by building an actual permission usage rate model, a learning effect matching model, and a resource coverage model.

[0011] The actual permission usage rate model is specifically: where Q mg is the actual usage rate of permissions for the gth level of the mth course, Q mgi is the number of times the i-th student actually uses the permission, and Q′ is the total number of permissions allocated by the system;

[0012] The learning effect matching model is specifically:

[0013] Where S is the average score of the stage test, S 预 The expected average score.

[0014] The resource coverage model is specifically: where Y i is the number of resources accessible to the i-th student, and Y′ is the total number of resources allocated by the system.

[0015] Based on the actual permission usage rate model, learning effect matching model, and resource coverage model, we can obtain the reasonable value of basic learning permission allocation for a certain level of student groups. Among them H mg is the basic authority rationality score of the g-th level of the m-th course, k1, k2, and k3 are the weights of the actual authority usage rate model, the learning effect matching model, and the resource coverage model, and k1+k2+k3=1.

[0016] Dynamic permission linkage adaptation value is used to quantitatively evaluate the degree of improvement in student learning outcomes after permission adjustment. Where Tmg前 、T mg后 are the course completion rates before and after the authority adjustment, T′ is the threshold for the improvement of the course completion rate, S mg前 、S mg后 are the class average test scores before and after the authority adjustment, S′ is the threshold for the improvement of the class average test score, I mg前 , I mg后 are the average weekly interactions of students before and after the authority adjustment, I′ is the threshold for the increase in the average weekly interactions of students, r1, r2, and r3 are weight coefficients, and r1+r2+r3=1.

[0017] Calculate the efficiency of achieving teaching objectives Where T is the actual class completion rate, T″ is the target class completion rate, S″ is the average test score of the target class, I″ is the average weekly interaction times of the target students, K is the actual homework submission rate, and K″ is the target homework submission rate.

[0018] The feedback and optimization module determines whether the basic learning permission allocation of each student level meets their actual needs based on the basic permission rationality score. If the basic learning permission allocation of a student level is unreasonable, an early warning will be generated and fed back to the teacher side; based on the dynamic permission linkage adaptation value and the efficiency of achieving teaching objectives, it determines whether the dynamic permission adjustment is effective. If the adaptability is lower than the threshold, optimization suggestions will be pushed to the teaching management personnel.

[0019] The beneficial effects of the present invention are: 1. In the permission setting module, the present invention combines the course's level division of students and learning behavior data to allocate basic learning permissions, and at the same time supports teachers to dynamically adjust permissions based on teaching plans, accurately adapt to students' learning needs, enhance students' learning enthusiasm and platform stickiness, and break through the limitations of existing technologies that are difficult to accurately configure permissions based on learning behavior.

[0020] 2. The present invention constructs a multi-dimensional quantitative analysis system in the learning effect evaluation module, analyzes the rationality of basic learning authority allocation and the adaptability of dynamic learning authority adjustment, generates a basic authority rationality score and a dynamic authority linkage adaptation value, and evaluates the efficiency of achieving teaching objectives. It changes the situation where the existing technology lacks an effective evaluation mechanism and cannot quantitatively analyze the effect of authority allocation, helps teachers to optimize teaching strategies and authority configuration in a targeted manner, and improves the level of teaching refinement.

[0021] 3. In the feedback and optimization module, the present invention implements full-process management of data integration, precise configuration of permissions, and optimization of teaching strategies. Based on the basic permission rationality score and dynamic permission linkage adaptation value, it provides teachers with adaptive permission adjustment rules, achieves a two-way improvement in teaching efficiency and student learning experience, strengthens the comprehensive competitiveness of the online education platform, and solves the problem of lack of systematic management of rights and interests strategy optimization in the existing technology and difficulty in balancing operational efficiency and user experience. BRIEF DESCRIPTION OF THE DRAWINGS

[0022] In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the following briefly introduces the drawings required for use in the embodiments or the description of the prior art. Obviously, the drawings described below are only 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.

[0023] Figure 1 This is a schematic diagram of the system structure connection of the present invention. DETAILED DESCRIPTION

[0024] The technical solutions in the embodiments of the present invention will be clearly and completely described below in conjunction with the drawings in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, rather than all the embodiments; based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making creative work are within the scope of protection of the present invention.

[0025] Reference Figure 1 As shown, the present invention provides a mall rights and interests platform application system, including: a resource integration module, a permission setting module, a learning effect evaluation module, and a feedback and optimization module.

[0026] The resource integration module realizes unified access and classified management of course resources by connecting with multiple education platforms and content providers.

[0027] In a specific embodiment of the present invention, the unified access and classification management of course resources is achieved through active push or data synchronization request through the interface, so as to realize two-way synchronization of course information such as course outline, class schedule, supporting materials, and teacher data such as teacher profile, teaching style label, and professional field; real-time synchronization of course prices, remaining places, course start time, and course completion status; and dynamic update of teacher data, including teaching plan adjustments and temporary course adjustment notifications, which are pushed to the user end in real time.

[0028] The permission setting module obtains the level classification of students in several courses on the education platform and the learning behavior data of users within a set period, and allocates basic learning permissions to each student level according to each course; at the same time, it supports teachers to dynamically adjust learning permissions according to the teaching plan.

[0029] In a specific embodiment of the present invention, the acquisition of the level classification of students in several courses within the education platform and the learning behavior data of users within a set period is specifically for the platform to provide differentiated basic learning permissions based on the user's learning needs and ability level. The differentiated basic learning permissions are specifically the free course range, homework submission times and examination permissions that are different for each user level.

[0030] The learning behavior data is divided into student data and system data. The student data includes the number of completed classes, test scores, number of interactions, actual number of usage permissions, and number of accessible resources. The system data includes the total planned class hours, total test scores, average number of class interactions, total number of system-assigned permissions, expected average scores, total number of system-assigned resources, class completion rate improvement threshold, class average test score improvement threshold, student weekly average interaction threshold, actual class completion rate, target class completion rate, target class average test score, target student weekly average interaction number, actual homework submission rate, and target homework submission rate. Due to the different dimensions of the data in the calculation, the data needs to be normalized and several numerical values ​​quantified into values ​​between 0 and 1.

[0031] In a specific embodiment of the present invention, each course allocates basic learning permissions to each student level, which specifically means that each course provides differentiated basic learning permissions based on the student's level. The differentiated basic learning permissions specifically include the access rights, material download permissions, free course range, homework submission limit and examination permissions of each student level in each course.

[0032] It should be noted that the differentiated basic learning permissions provided by the platform based on the user's learning needs and ability level are mainly reflected in the following aspects: course access rights, students of different levels have different access rights to high-quality courses; for example, high-level students are given access to more high-quality courses and advanced courses, while low-level students may only be able to access basic courses or preview content of some courses; material download permissions, high-level students have broader material download permissions, and can download trial materials for paid courses or even all course materials; low-level students are only limited to downloading public materials, or their download permissions for certain course materials are restricted; free course range, higher-level students have a wider range of free courses, such as being able to learn more or higher-quality courses for free; low-level students have a relatively narrow range of free courses, such as being limited to learning a certain number of basic courses.

[0033] Limits on the number of homework submissions: There are also differences in the number of homework submissions. High-level students may have no limit on the number of homework submissions, or the limit may be relatively high; low-level students may only be able to submit a limited number of homework submissions per week, such as junior students can submit homework 3 times per week, while advanced students have no limit.

[0034] The learning effect evaluation module conducts a quantitative analysis on the rationality of the basic learning authority allocation and the adaptability of the dynamic learning authority adjustment, generates a basic authority rationality score and a dynamic authority linkage adaptation value, and evaluates the efficiency of achieving teaching objectives.

[0035] In a specific embodiment of the present invention, the support for teachers to dynamically adjust learning permissions according to the teaching plan is for teachers to log in to the system management interface and conduct teaching plan completion evaluation for students of each course and level in the teaching plan module. After completion, they can choose to upgrade their permissions;

[0036] Evaluation value of the teaching plan for each student at a certain level in a certain course, Among them, w1, w2, w3 are weight coefficients, and w1+w2+w3=1, T mgi The course completion rate of the i-th student in the g-th level of the m-th course X mgi is the number of completed class hours for the i-th student in the g-th level of the m-th course, X′ is the total planned class hours, and S is the average score of the periodic test i=1,2,...,n, n is any integer greater than 2, n is the number of students in the class, J mgi is the test score of the i-th student in the m-th course, S 总 is the total score of the test, I mgi is the number of interactions of the i-th student, I′ is the average number of interactions of the class; if Z mgi >Z max , then the privilege escalation is triggered, Z max The permission upgrade threshold for the teaching plan completion evaluation value is set; the student numbers that exceed the threshold are fed back to the responsible teacher, who will then increase the student's learning permissions.

[0037] In a specific embodiment of the present invention, the basic authority rationality scoring is specifically performed by constructing an actual authority usage rate model, a learning effect matching model, and a resource coverage model.

[0038] The actual permission usage rate model is specifically: where Q mg is the actual usage rate of permissions for the gth level of the mth course, Q mgi is the number of times the i-th student actually uses the permission, and Q′ is the total number of permissions allocated by the system;

[0039] The learning effect matching model is specifically:

[0040] Where S is the average score of the stage test, S 预 The expected average score.

[0041] The resource coverage model is specifically: where Y i is the number of resources accessible to the i-th student, and Y′ is the total number of resources allocated by the system.

[0042] Based on the actual permission usage rate model, learning effect matching model, and resource coverage model, we can obtain the reasonable value of basic learning permission allocation for a certain level of student groups. Among them H mg is the basic authority rationality score of the g-th level of the m-th course, k1, k2, and k3 are the weights of the actual authority usage rate model, the learning effect matching model, and the resource coverage model, and k1+k2+k3=1.

[0043] In a specific embodiment of the present invention, the dynamic authority linkage adaptation value is evaluated in the following manner: the dynamic authority linkage adaptation value is used to quantify the degree of improvement in student learning effect after the evaluation authority adjustment. Where T mg前 、T mg后 are the course completion rates before and after the authority adjustment, T′ is the threshold for the improvement of the course completion rate, S mg前 、S mg后 are the class average test scores before and after the authority adjustment, S′ is the threshold for the improvement of the class average test score, I mg前 , I mg后 are the average weekly interactions of students before and after the authority adjustment, I′ is the threshold for the increase in the average weekly interactions of students, r1, r2, and r3 are weight coefficients, and r1+r2+r3=1.

[0044] In a specific embodiment of the present invention, the specific method of evaluating the achievement efficiency of the teaching goal is to calculate the achievement efficiency of the teaching goal. Where T is the actual class completion rate, T″ is the target class completion rate, S″ is the average test score of the target class, I″ is the average weekly interaction times of the target students, K is the actual homework submission rate, and K″ is the target homework submission rate.

[0045] It should be noted that the homework submission rate is the ratio of the number of students who submit homework on time to the total number of students.

[0046] The feedback and optimization module determines whether the basic learning permission allocation of each student level meets their actual needs based on the basic permission rationality score. If the basic learning permission allocation of a student level is unreasonable, an early warning is generated and fed back to the teacher side; based on the dynamic permission linkage adaptation value and the efficiency of achieving teaching objectives, it determines whether the dynamic permission adjustment is effective. If the adaptability is lower than the threshold, optimization suggestions are pushed to the teaching management personnel.

[0047] In a specific embodiment of the present invention, the specific method for determining whether the basic learning authority allocation of each student level meets their actual needs is as follows:

[0048] When H mg ≥H max When H mg <H max When the basic learning permission allocation does not meet the actual needs, it is marked as permission allocation abnormality, and the administrators of the education platform need to be warned and the basic learning permission allocation needs to be adjusted. max Specifically, reasonable thresholds are assigned to basic learning permissions.

[0049] In a specific embodiment of the present invention, the method for determining whether the dynamic permission adjustment is effective is as follows: the permission allocation score of a course is Among them, ∧ is the AND symbol in the logical relationship. If F=1, it means that the basic learning authority allocation of the course is reasonable, and the dynamic authority allocation is unreasonable. The course is recorded as an abnormal course in the dynamic and static rights linkage. F=2 means that the basic learning authority allocation of the course is reasonable, and the dynamic authority allocation is reasonable, and the strategy can be maintained. The number of abnormal courses in the dynamic and static rights linkage is obtained by counting, and the number of abnormal linkage courses is divided by the total number of courses to obtain the linkage abnormality ratio, and it is compared with the linkage abnormality ratio threshold stored in the database. If the linkage abnormality ratio is greater than or equal to the abnormality ratio threshold, it means that the allocated dynamic authority is unreasonable, and the allocated teacher needs to be warned to remind the platform that the dynamic and static rights are unbalanced in multiple dimensions and the dynamic authority needs to be reallocated.

Claims

1. A network information service system based on the Internet, characterized in that: include: The resource integration module realizes unified access and classified management of course resources by connecting with multiple education platforms and content providers; The permission setting module obtains the level classification of students in several courses on the education platform and the learning behavior data of users within a set period, and allocates basic learning permissions to each student level based on each course; it also supports teachers to dynamically adjust learning permissions according to the teaching plan; The learning effectiveness evaluation module conducts quantitative analysis on the rationality of basic learning permission allocation and the adaptability of dynamic learning permission adjustment. It generates a basic permission rationality score for each course and student level, as well as a dynamic permission linkage adaptability value for each course and student level, and evaluates the efficiency of achieving teaching objectives. The feedback and optimization module judges whether the allocation of basic learning permissions for each student level meets their actual needs based on the rationality score of each course. If the allocation of basic learning permissions for a student level is unreasonable, the specific reasons will be generated and fed back to the teacher. Based on the dynamic permission linkage adaptation value and the efficiency of achieving teaching objectives, it is judged whether the dynamic permission adjustment is effective. If the adaptability is lower than the threshold, optimization suggestions will be pushed to the teaching management personnel.

2. The Internet-based network information service system according to claim 1, characterized in that: The unified access and classification management of course resources is to achieve two-way synchronization of course information and teacher data through active push or data synchronization request through the interface; synchronize course prices, remaining places, course start time, and course completion status in real time; and dynamically update teacher data, including teaching plan adjustments and temporary course adjustment notifications, and push them to the user end in real time.

3. The Internet-based network information service system according to claim 1, characterized in that: The obtaining of the grading of students in a number of courses on the education platform and the learning behavior data of users within a set period, wherein the differentiated basic learning permissions specifically include the range of free courses, the number of homework submissions, and the examination permissions for each user level; The learning behavior data is divided into student data and system data. The student data includes the number of completed class hours, test scores, number of interactions, actual number of usage permissions, and number of accessible resources for each student in each course and level. The system data includes the total planned class hours, total test scores, average number of class interactions, total number of system-allocated permissions, expected average scores, total number of system-allocated resources, class completion rate improvement threshold, class average test score improvement threshold, student weekly average interaction threshold, actual class completion rate, target class completion rate, target class average test score, target student weekly average interaction number, actual homework submission rate, and target homework submission rate. Due to the different dimensions of the data in the calculation, the data needs to be normalized and several numerical values ​​quantified into values ​​between 0 and 1.

4. The Internet-based network information service system according to claim 1, characterized in that: The basic learning permissions allocated by each course to each student level specifically include differentiated basic learning permissions provided by each course based on the student's level. The differentiated basic learning permissions specifically include the access rights, material download permissions, free course scope, homework submission limit and examination permissions of each student level in each course.

5. The Internet-based network information service system according to claim 3, characterized in that: The system supports teachers to dynamically adjust learning permissions according to the teaching plan. Teachers log in to the system management interface and conduct teaching plan completion assessments for students of each course and level in the teaching plan module. Upon completion, teachers can choose to upgrade their permissions. Evaluation value of the teaching plan for each student at a certain level in a certain course, Among them, w1, w2, w3 are weight coefficients, and w1+w2+w3=1, T mgi The course completion rate of the i-th student in the g-th level of the m-th course X mgi is the number of completed class hours for the i-th student in the g-th level of the m-th course, X′ is the total planned class hours, and S is the average score of the periodic test i=1,2,...,n, n is any integer greater than 2, n is the number of students in the class, J mgi is the test score of the i-th student in the m-th course, S 总 is the total score of the test, I mgi is the number of interactions of the i-th student, and I′ is the average number of interactions of the class; If Z mgi >Z max , then the privilege escalation is triggered, Z max The permission upgrade threshold for the teaching plan completion evaluation value is set; the student numbers that exceed the threshold are fed back to the responsible teacher, who will then increase the student's learning permissions.

6. The Internet-based network information service system according to claim 5, characterized in that: The basic authority rationality scoring is specifically as follows: Build actual permission usage rate model, learning effect matching model, and resource coverage model; The actual permission usage rate model is specifically: where Q mg is the actual usage rate of permissions for the gth level of the mth course, Q mgi is the number of times the i-th student actually uses the permission, and Q′ is the total number of permissions allocated by the system; The learning effect matching model is specifically: Where S is the average score of the stage test, S 预 is the expected average score; The resource coverage model is specifically: where Y i is the number of accessible resources for the i-th student, and Y′ is the total number of resources allocated by the system; Based on the actual permission usage rate model, learning effect matching model, and resource coverage model, we can obtain the reasonable value of basic learning permission allocation for a certain level of student groups. Among them H mg is the basic authority rationality score of the g-th level of the m-th course, k1, k2, and k3 are the weights of the actual authority usage rate model, the learning effect matching model, and the resource coverage model, and k1+k2+k3=1.

7. The Internet-based network information service system according to claim 6, characterized in that: The specific method of evaluating the dynamic permission linkage adaptation value is as follows: Dynamic permission linkage adaptation value is used to quantitatively evaluate the degree of improvement in student learning outcomes after permission adjustment. Where T mg前 、T mg后 are the course completion rates before and after the authority adjustment, T′ is the threshold for the improvement of the course completion rate, S mg前 、S mg后 are the class average test scores before and after the authority adjustment, S′ is the threshold for the improvement of the class average test score, I mg前 , I mg后 are the average weekly interactions of students before and after the authority adjustment, I′ is the threshold for the increase in the average weekly interactions of students, r1, r2, and r3 are weight coefficients, and r1+r2+r3=1.

8. The Internet-based network information service system according to claim 7, characterized in that: The specific method of evaluating the efficiency of achieving teaching objectives is as follows: Calculate the efficiency of achieving teaching objectives Where T is the actual class completion rate, T″ is the target class completion rate, S″ is the average test score of the target class, I″ is the average weekly interaction times of the target students, K is the actual homework submission rate, and K″ is the target homework submission rate.

9. The Internet-based network information service system according to claim 8, characterized in that: The specific method for judging whether the allocation of basic learning permissions for each student level meets their actual needs is as follows: When H mg ≥H max When H mg <H max When the basic learning permission allocation does not meet the actual needs, it is marked as permission allocation abnormality, and the administrators of the education platform need to be warned and the basic learning permission allocation needs to be adjusted. max Specifically, reasonable thresholds are assigned to basic learning permissions.

10. The Internet-based network information service system according to claim 9, characterized in that: The specific method for determining whether the dynamic permission adjustment is effective is as follows: The permission allocation score for a course is Among them, ∧ is the AND symbol in the logical relationship. If F=1, it means that the basic learning authority allocation of the course is reasonable, and the dynamic authority allocation is unreasonable. The course is recorded as an abnormal course in the dynamic and static rights linkage. F=2 means that the basic learning authority allocation of the course is reasonable, and the dynamic authority allocation is reasonable, and the strategy can be maintained. The number of abnormal courses in the dynamic and static rights linkage is obtained by counting, and the number of abnormal linkage courses is divided by the total number of courses to obtain the linkage abnormality ratio, and it is compared with the linkage abnormality ratio threshold stored in the database. If the linkage abnormality ratio is greater than or equal to the abnormality ratio threshold, it means that the allocated dynamic authority is unreasonable, and the allocated teacher needs to be warned to remind the platform that the dynamic and static rights are unbalanced in multiple dimensions and the dynamic authority needs to be reallocated.

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