Learning management method and system based on MAAS service

Abstract

The learning management method based on the MAAS service provided by the invention comprises the following steps: acquiring an STEAM teaching model of an MAAS platform; receiving a homework publishing rule from the teacher client; using the STEAM teaching model to generate a job task according to the job publishing rule; issuing a homework task to the student client; receiving a homework completion condition submitted by the student client for the homework task; and determining the learning condition of the student according to the homework completion condition. According to the method, learning management on teaching is realized based on the MAAS service, a developer does not need to have a relatively high technical level and underlying facilities, a homework task can be automatically generated, students can be supervised to complete the homework task, the workload of teachers is reduced, and learning conditions of the students are timely mastered.

Description

Technical Field

[0001] This invention belongs to the field of software system technology, specifically relating to a learning management method and system based on MAAS services. Background Technology

[0002] Currently, most schools monitor teaching quality by assigning homework after completing the day's lessons, which students then submit the completed assignments to the teacher for grading the following day. This traditional method has the following drawbacks: it requires teachers to grade each assignment individually, resulting in a heavy workload. Furthermore, with a large volume of homework, grading can be time-consuming, preventing teachers from promptly assessing students' learning progress. Summary of the Invention

[0003] To address the shortcomings of existing technologies, this invention provides a learning management method and system based on MAAS services, which can automatically generate assignments and supervise students' completion, reducing the workload of teachers and enabling timely monitoring of students' learning progress.

[0004] The first aspect is the learning management method based on MAAS services, including:

[0005] Obtain the STEAM teaching model from the MAAS platform;

[0006] Receive assignment posting rules from the teacher's client;

[0007] Use the STEAM teaching model to generate assignment tasks according to assignment distribution rules;

[0008] Assignment tasks are sent to student clients;

[0009] Receive assignment completion status from student clients;

[0010] The student's learning progress is determined based on the completion of assignments.

[0011] Furthermore, it also includes:

[0012] Configure different roles for different users; roles include teachers, students, and administrators.

[0013] Configure different permissions for different roles.

[0014] Furthermore, the rules for assigning assignments include daily teaching objectives, teaching progress, and key teaching points and difficulties.

[0015] Furthermore, after determining students' learning progress based on homework completion, the process also includes:

[0016] Statistics on the learning progress of all students in each class;

[0017] Generate teaching adjustment information and learning feedback information based on the learning situation of all students in the class;

[0018] Send the teaching adjustment information to the corresponding teacher's client;

[0019] Learning feedback information is sent to the corresponding student's client.

[0020] Furthermore, the STEAM teaching model is obtained through the following methods:

[0021] Obtain the assessment scale; the dimensions of the assessment scale include learning type, personality, intellectual development, emotional intelligence development, adversity quotient development, logical thinking, and linguistic thinking.

[0022] Construct a basic teaching model based on the assessment scale;

[0023] Obtain training samples; training samples include student samples of different age groups and teaching samples from different schools;

[0024] Train a basic teaching model using training samples;

[0025] Contextual requirements for receiving regions;

[0026] The basic teaching model is customized and optimized according to the requirements of the local context to obtain the STEAM teaching model.

[0027] Furthermore, it also includes:

[0028] Course tasks are generated using the STEAM teaching model; the areas of the course tasks include health, language, social studies, science, and art.

[0029] Receive theoretical and practical methods for customized topics;

[0030] Customized courses are generated based on theoretical and practical methods;

[0031] Publish customized courses to the corresponding student clients;

[0032] Receive practical data entered by students for customized courses from their clients;

[0033] Generate course summaries based on practical data;

[0034] Send the course summary to the corresponding student client.

[0035] Furthermore, the STEAM teaching model is also used for:

[0036] Analyze students' learning progress based on their learning situation;

[0037] Based on the learning progress, discussion and exchange information is generated; based on the evaluation criteria, evaluation feedback information is generated; and based on the teaching focus and difficulties, teacher sharing information is generated.

[0038] Receive feedback data and update the STEAM teaching model based on the feedback data.

[0039] Secondly, the learning management system based on MAAS services includes:

[0040] Teacher client: Used for teachers to enter assignment posting rules and send them to the management platform;

[0041] Management platform: Used to obtain the STEAM teaching model of the MAAS platform; generate homework tasks according to the homework assignment rules using the STEAM teaching model; assign homework tasks to student clients; determine students' learning progress based on homework completion status from student clients;

[0042] Student client: Used for students to enter their homework completion status.

[0043] Furthermore, the management platform is also used to: collect statistics on the learning status of all students in each class; generate teaching adjustment information and learning feedback information based on the learning status of all students in the class; send the teaching adjustment information to the corresponding teacher's client; and send the learning feedback information to the corresponding student's client.

[0044] The teacher client is also used to: allow teachers to view teaching adjustment information;

[0045] The student client is also used to allow students to view learning feedback information.

[0046] Furthermore, the management platform is also used for: generating course tasks using STEAM teaching models; the areas of course tasks include health, language, society, science, and art; receiving theoretical and practical methods for customized topics; generating customized courses based on the theoretical and practical methods; publishing customized courses to corresponding student clients; generating course summaries based on practical data from student clients; and sending the course summaries to the corresponding student clients.

[0047] The student client is also used for: allowing students to enter practical data for customized courses and send it to the management platform; and allowing students to query course summaries.

[0048] As can be seen from the above technical solution, the learning management method based on MAAS service provided by the present invention realizes learning management in teaching based on MAAS service. It does not require developers to have a high level of technical skills and underlying infrastructure. It can automatically generate homework tasks and supervise students to complete them, reduce the workload of teachers, and keep abreast of students' learning progress. Attached Figure Description

[0049] To more clearly illustrate the specific embodiments of the present invention or the technical solutions in the prior art, the accompanying drawings used in the description of the specific embodiments or the prior art will be briefly introduced below. In all the drawings, similar elements or parts are generally identified by similar reference numerals. In the drawings, the elements or parts are not necessarily drawn to scale.

[0050] Figure 1 A flowchart of a learning management method provided for an embodiment.

[0051] Figure 2 A flowchart of the teaching adjustment method provided for the embodiment.

[0052] Figure 3 A flowchart of the STEAM teaching model generation method provided in this embodiment.

[0053] Figure 4 A flowchart of a customized course method provided for an embodiment.

[0054] Figure 5 A flowchart of the STEAM teaching model update method provided in this embodiment.

[0055] Figure 6 A block diagram of the learning management system provided in this embodiment. Detailed Implementation

[0056] The embodiments of the technical solution of the present invention will now be described in detail with reference to the accompanying drawings. The following embodiments are only used to more clearly illustrate the technical solution of the present invention, and are therefore merely examples and should not be used to limit the scope of protection of the present invention. It should be noted that, unless otherwise stated, the technical or scientific terms used in this application should have the ordinary meaning understood by those skilled in the art to which this invention pertains.

[0057] It should be understood that, when used in this specification and the appended claims, the terms "comprising" and "including" indicate the presence of the described features, integrals, steps, operations, elements and / or components, but do not exclude the presence or addition of one or more other features, integrals, steps, operations, elements, components and / or collections thereof.

[0058] It should also be understood that the terminology used in this specification is for the purpose of describing particular embodiments only and is not intended to limit the invention. As used in this specification and the appended claims, the singular forms “a,” “an,” and “the” are intended to include the plural forms unless the context clearly indicates otherwise.

[0059] As used in this specification and the appended claims, the term "if" may be interpreted, depending on the context, as "when," "once," "in response to determination," or "in response to detection." Similarly, the phrases "if determined" or "if [described condition or event] is detected" may be interpreted, depending on the context, as "once determined," "in response to determination," "once [described condition or event] is detected," or "in response to detection of [described condition or event]."

[0060] Example:

[0061] Learning management methods based on MAAS services, see [link / reference] Figure 1 ,include:

[0062] S1: Obtain the STEAM teaching model from the MAAS platform;

[0063] S2: Receive assignment posting rules from the teacher's client;

[0064] S3: Use the STEAM teaching model to generate assignment tasks according to the assignment release rules;

[0065] S4: Assign homework tasks to student clients;

[0066] S5: Receive the homework completion status submitted by the student client for the assignment task;

[0067] S6: Determine students' learning progress based on their homework completion status.

[0068] In this embodiment, MAAS stands for Model as a Service. The MAAS platform can be an existing MAAS platform integrated with a STEAM teaching model. This STEAM teaching model can be an existing model, an optimized version of an existing model, or generated according to preset rules. This method includes homework assignment and completion monitoring functions. Teachers can set homework assignment rules on their teacher clients, which can include daily teaching objectives, teaching progress, key points, and difficulties. After the teacher sets the homework assignment rules on their client, the STEAM teaching model can automatically generate homework tasks according to these rules. For example, the STEAM teaching model can select suitable questions based on the day's key points and difficulties, and then combine these questions to form homework tasks. This method sends homework tasks to student clients, allowing students to complete and submit them on their clients. After a student submits a homework task, the method receives feedback from the student client regarding the homework completion status, including scores, accuracy, and incorrect answers. Finally, the student's learning progress is determined based on the completion of the assignments. For example, the completion of student A's assignments can help determine whether student A has mastered the key points and difficulties of the day's teaching.

[0069] This method implements learning management in teaching based on MAAS services. It does not require developers to have high technical skills and underlying infrastructure. It can automatically generate assignments and supervise students to complete them, reducing the workload of teachers and allowing them to keep track of students' learning progress in a timely manner.

[0070] Furthermore, in some embodiments, it also includes:

[0071] Configure different roles for different users; roles include teachers, students, and administrators.

[0072] Configure different permissions for different roles.

[0073] In this embodiment, the method can also configure different permissions for different roles. For example, teachers can configure student member information, homework assignment rules, class information, timetables, etc., and can also view students' learning progress and homework completion status. Administrators can configure school information, teacher information, etc., and view evaluation information for each teacher. Students can enter their specific identity information and check the completion status of their various homework tasks.

[0074] Furthermore, in some embodiments, after determining the student's learning progress based on the completion of assignments, see [link to relevant documentation]. Figure 2 It also includes:

[0075] S11: Compile statistics on the learning status of all students in each class;

[0076] S12: Generate teaching adjustment information and learning feedback information based on the learning situation of all students in the class;

[0077] S13: Send the teaching adjustment information to the corresponding teacher's client;

[0078] S14: Send learning feedback information to the corresponding student client.

[0079] In this embodiment, the method can also statistically analyze and provide feedback on the learning progress of each class. For example, if the method summarizes the learning progress of all students in Class A, and finds that less than 70% of students in Class A have mastered the key points and difficulties of the day, it indicates that less than 70% of the students have grasped the key points and difficulties of the lesson, and the class's overall understanding is poor. In this case, teaching adjustment information (such as increasing the teaching hours for the key points and difficulties) is generated and fed back to the teacher. The teacher can then adjust the teaching schedule according to the teaching adjustment information to ensure that all students in the class master the key points and difficulties of the day. The method can also obtain learning feedback information (such as class ranking, grade ranking, etc.) based on the learning progress of all students in Class A and send the learning feedback information to the corresponding student clients, so that students can clearly understand their learning progress.

[0080] Furthermore, in some embodiments, see Figure 3 The STEAM teaching model is obtained through the following methods:

[0081] S21: Obtain the assessment scale; the dimensions of the assessment scale include learning type, personality, intellectual development, emotional intelligence development, adversity quotient development, logical thinking, and linguistic thinking.

[0082] S22: Construct a basic teaching model based on the assessment scale;

[0083] S23: Obtain training samples; training samples include student samples of different age groups and teaching samples from different schools;

[0084] S24: Train the basic teaching model using training samples;

[0085] S25: Contextual requirements for receiving regions;

[0086] S26: Personalize and optimize the basic teaching model according to the requirements of the local context to obtain the STEAM teaching model.

[0087] In this embodiment, the method also features personalized training functionality for the STEAM teaching model. The method first acquires multi-dimensional assessment scales, including dimensions such as learning type, personality, intellectual development, emotional intelligence development, resilience development, logical thinking, and linguistic thinking. These scales can be readily available or designed by the user. When training the basic teaching model, the method receives student samples from different age groups and teaching samples from different schools. The teaching samples include the curriculum outlines, teaching objectives, key points, and difficulties for each grade level in each school. The student samples include homework assignments for students in each grade. The basic teaching model is then trained using these training samples, enabling it to learn various teaching objectives, key points, difficulties, and question-setting rules for each grade level. The method can also learn question-setting rules for specific contexts. For example, it can receive regional context requirements (curriculum outlines, question preferences) from different cities and personalize the basic teaching model accordingly. This allows the resulting STEAM teaching model to generate assignments based on different cities.

[0088] Furthermore, in some embodiments, see Figure 4 It also includes:

[0089] S31: Generate curriculum tasks using the STEAM teaching model; the areas of curriculum tasks include health, language, social studies, science, and art.

[0090] S32: Theoretical and practical methods for receiving customized topics;

[0091] S33: Generate customized courses based on theoretical and practical methods;

[0092] S34: Publish customized courses to the corresponding student clients;

[0093] S35: Receive practice data entered by students for customized courses from their clients;

[0094] S36: Generate a course summary based on practical data;

[0095] S37: Send the course summary to the corresponding student client.

[0096] In this embodiment, the STEAM teaching model can generate course tasks in subjects such as health, language, social studies, science, and art. The method also features course customization. It receives customized topics, theoretical methods, and practical methods from users. For example, when a user wants to generate a course in a niche area, they first input the customized topic, along with previous theoretical and practical methods for that course. Based on these methods, a customized course is generated and published to the corresponding student client, allowing students to view it on their client. After completing the customized course, students can input practical data, including experimental data, survey data, etc. The method can directly generate a course summary based on the user-input practical data and send it to the corresponding student client, allowing students to check their learning outcomes for the customized course on their client.

[0097] Furthermore, in some embodiments, see Figure 5 It also includes: The STEAM teaching model is also used for:

[0098] S41: Analyze students' learning progress based on their learning situation;

[0099] S41: Generate discussion and exchange information based on learning progress, generate evaluation feedback information based on evaluation criteria, and generate teacher sharing information based on teaching focus and difficulties;

[0100] S41: Receive feedback data and update the STEAM teaching model based on the feedback data.

[0101] In this embodiment, the STEAM teaching model also has functions such as learning analysis and evaluation. For example, the STEAM teaching model can analyze a student's learning situation based on their learning progress. This method can also pre-set evaluation criteria, providing feedback to students and teachers on discussion and exchange information generated based on learning progress, providing feedback to teachers on evaluation criteria, and providing feedback to teachers on teacher-shared information generated based on teaching focus and difficulties. The STEAM teaching model can also receive feedback data from student or teacher clients, including data errors and inaccuracies, and update the STEAM teaching model based on this feedback data, enabling continuous updates based on actual conditions.

[0102] A learning management system based on MAAS services, participating Figure 6 ,include:

[0103] Teacher client: Used for teachers to enter assignment posting rules and send them to the management platform;

[0104] Management platform: Used to obtain the STEAM teaching model of the MAAS platform; generate homework tasks according to the homework assignment rules using the STEAM teaching model; assign homework tasks to student clients; determine students' learning progress based on homework completion status from student clients;

[0105] Student client: Used for students to enter their homework completion status.

[0106] Furthermore, in some embodiments, the management platform is also used to: statistically analyze the learning status of all students in each class; generate teaching adjustment information and learning feedback information based on the learning status of all students in the class; send the teaching adjustment information to the corresponding teacher client; and send the learning feedback information to the corresponding student client.

[0107] The teacher client is also used to: allow teachers to view teaching adjustment information;

[0108] The student client is also used to allow students to view learning feedback information.

[0109] Furthermore, in some embodiments, the management platform is also used to: generate course tasks using a STEAM teaching model; the domains of the course tasks include health, language, society, science, and art; receive theoretical and practical methods for customized topics; generate customized courses based on the theoretical and practical methods; publish the customized courses to the corresponding student clients; generate course summaries based on practical data from the student clients; and send the course summaries to the corresponding student clients.

[0110] The student client is also used for: allowing students to enter practical data for customized courses and send it to the management platform; and allowing students to query course summaries.

[0111] The system provided in this embodiment of the invention is described in a brief manner. For any parts not mentioned in the embodiment section, please refer to the corresponding content in the foregoing embodiment.

[0112] Finally, it should be noted that the above embodiments are only used to illustrate the technical solutions of the present invention, and not to limit them. Although the present invention has been described in detail with reference to the foregoing embodiments, those skilled in the art should understand that modifications can still be made to the technical solutions described in the foregoing embodiments, or equivalent substitutions can be made to some or all of the technical features therein. Such modifications or substitutions do not cause the essence of the corresponding technical solutions to deviate from the scope of the technical solutions of the embodiments of the present invention, and they should all be covered within the scope of the claims and specification of the present invention.

Claims

1. A learning management method based on a MAAS service, characterized by, The method comprises the following steps: obtaining a STEAM teaching model of the MAAS platform; receiving a homework publishing rule from a teacher client; generating a homework task according to the homework publishing rule by using the STEAM teaching model; publishing the homework task to a student client; receiving a homework completion submitted by the student client for the homework task; determining a learning condition of the student according to the homework completion.

2. The learning management method based on the MAAS service according to claim 1, characterized by, Further comprising: configuring different roles for different users; the roles include teachers, students, and administrators; configuring different permissions for different roles.

3. The learning management method based on the MAAS service according to claim 1, characterized by, The homework publishing rule includes daily teaching objectives, teaching progress, and teaching focuses and difficulties.

4. The learning management method based on the MAAS service according to claim 1, characterized by, After determining the learning condition of the student according to the homework completion, further comprising: counting the learning conditions of all students in each class; generating teaching adjustment information and learning feedback information according to the learning conditions of all students in a class; sending the teaching adjustment information to the corresponding teacher client; sending the learning feedback information to the corresponding student client.

5. The learning management method based on the MAAS service according to claim 1, characterized by, The STEAM teaching model is obtained by: obtaining an evaluation scale; the dimensions of the evaluation scale include learning types, personality, intelligence development, emotional quotient development, resilience quotient development, logical thinking, and language thinking; constructing a basic teaching model according to the evaluation scale; obtaining training samples; the training samples include student samples of different ages and teaching samples of different schools; training the basic teaching model by using the training samples; receiving regional context requirements; personalizing and optimizing the basic teaching model according to the regional context requirements to obtain the STEAM teaching model.

6. The learning management method based on the MAAS service according to claim 1, characterized by, Further comprising: generating a course task by using the STEAM teaching model; the fields of the course task include health, language, society, science, and art; receiving theoretical methods and practical methods of customized themes; generating a customized course according to the theoretical methods and the practical methods; publishing the customized course to the corresponding student client; receiving practical data entered by the student client for the customized course; generating a course summary according to the practical data; sending the course summary to the corresponding student client.

7. The learning management method based on the MAAS service according to claim 1, characterized by, Further comprising: The STEAM teaching model is further used for: analyzing learning conditions according to the learning conditions of the student; generating discussion exchange information according to the learning conditions, evaluation feedback information according to evaluation standards, and teacher sharing information according to teaching focuses and difficulties; receiving feedback data and updating the STEAM teaching model according to the feedback data.

8. A learning management system based on MAAS services, characterized by, The system comprises: a teacher client for a teacher to enter a homework publishing rule and send it to a management platform; a management platform for obtaining a STEAM teaching model of the MAAS platform and generating a homework task according to the homework publishing rule by using the STEAM teaching model; publishing the homework task to a student client; determining a learning condition of a student according to a homework completion from the student client; a student client for a student to enter a homework completion for the homework task.

9. The learning management system based on the MAAS service according to claim 8, wherein The management platform is further configured to: count learning conditions of all students in each class; generate teaching adjustment information and learning feedback information according to the learning conditions of all students in the class; send the teaching adjustment information to a corresponding teacher client; and send the learning feedback information to a corresponding student client; The teacher client is further configured to: allow the teacher to view the teaching adjustment information; The student client is further configured to: allow the student to view the learning feedback information.

10. The learning management system based on the MAAS service according to claim 8, wherein The management platform is further configured to: generate a course task by using the STEAM teaching model; a field of the course task includes health, language, society, science, and art; receive a theoretical method and a practical method of a customized theme; generate a customized course according to the theoretical method and the practical method; publish the customized course to a corresponding student client; generate a course summary according to the practical data from the student client; and send the course summary to the corresponding student client; The student client is further configured to: allow the student to input the practical data for the customized course and send the practical data to the management platform; and allow the student to query the course summary.

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