Chinese character teaching system and teaching method

Abstract

The invention discloses a Chinese character teaching system and teaching method, and relates to the technical field of Chinese character teaching, and the Chinese character teaching system comprises a hierarchical font library module, a multi-modal teaching module, a full-scene input module, an intelligent evaluation module, a personalized path planning module, a context association module and a cross-medium linkage module. The classification font library module is used for storing two-dimensional classification Chinese character elements, the Chinese character elements comprise Chinese character bodies, pinyin, radicals, strokes, character meanings and classification context materials, and the two-dimensional classification is divided according to age groups and knowledge difficulty. According to the Chinese character teaching system and the Chinese character teaching method, precision, high efficiency and interestingness of Chinese character teaching are realized through directional communication and closed-loop cooperation among the modules in combination with a quantitative evaluation formula.

Description

Technical Field

[0001] This invention relates to the field of Chinese character teaching technology, and in particular to a Chinese character teaching system and teaching method. Background Technology

[0002] As the core carrier of Chinese culture, the teaching of Chinese characters is a fundamental part of language education, encompassing multiple dimensions such as character recognition, pronunciation, character identification, understanding of meaning, standardized writing, and practical application. Current methods of teaching Chinese characters mainly fall into three categories: traditional classroom teaching, calligraphy copying, and general educational apps; however, all of these methods have significant technological limitations.

[0003] While some calligraphy teaching systems involve scoring and teaching Chinese character writing, their core focus is on calligraphy techniques (brushwork, composition, and aesthetic appeal), failing to cover core cognitive aspects of Chinese character teaching such as pinyin, radicals, meanings, and contextual application. Furthermore, they lack quantitative assessment mechanisms and cannot meet the needs of basic Chinese character teaching. Although a few Chinese character teaching apps attempt to implement graded systems, they only divide students by grade level and do not form a two-dimensional graded system of "age group + knowledge difficulty." They also lack multimodal interaction and precise quantitative assessment. Summary of the Invention

[0004] The purpose of this invention is to provide a Chinese character teaching system and method that achieves precision, efficiency, and fun in Chinese character teaching through directional communication and closed-loop collaboration between modules, combined with quantitative evaluation formulas.

[0005] This invention provides a Chinese character teaching system and method, including a graded character library module, a multimodal teaching module, a full-scene input module, an intelligent assessment module, a personalized path planning module, a context association module, and a cross-media linkage module. The graded character library module stores Chinese character elements with two-dimensional grading, including the character itself, pinyin, radical, strokes, meaning, and graded contextual materials. The two-dimensional grading is divided according to age group and knowledge difficulty. The multimodal teaching module communicates bidirectionally with the graded character library module. The intelligent assessment module communicates unidirectionally with both the graded character library module and the full-scene input module. The personalized path planning module communicates unidirectionally with the intelligent assessment module and bidirectionally with the multimodal teaching module. The context association module communicates unidirectionally with the graded character library module and bidirectionally with the full-scene input module.

[0006] The cross-media linkage module communicates bidirectionally with the hierarchical character library module, multimodal teaching module, intelligent assessment module, personalized path planning module, and context association module.

[0007] Preferably, the graded character library module includes an age group adaptation unit, a difficulty progression unit, and a data scheduling unit, with the data scheduling unit communicating bidirectionally with the age group adaptation unit and the difficulty progression unit, respectively.

[0008] Preferably, the multimodal teaching module includes a voice unit, an animation unit, an interactive unit, a parsing unit, and a modal adaptation unit, with the modal adaptation unit communicating unidirectionally with the voice unit, animation unit, interactive unit, and parsing unit, respectively.

[0009] Preferably, the intelligent assessment module includes a cognitive assessment unit, an application assessment unit, a writing assessment unit, and an assessment integration unit, with the assessment integration unit communicating unidirectionally with the cognitive assessment unit, the application assessment unit, and the writing assessment unit, respectively.

[0010] Preferably, the cross-media linkage module includes a textbook synchronization unit, a device interoperability unit, and a resource expansion unit. The textbook synchronization unit communicates bidirectionally with the graded character library module, the device interoperability unit communicates bidirectionally with the multimodal teaching module, the intelligent assessment module, and the personalized path planning module, and the resource expansion unit communicates bidirectionally with the graded character library module.

[0011] Preferably, the interactive enhancement module includes a challenge practice unit, a wrong answer consolidation unit, and a results display unit. The challenge practice unit communicates unidirectionally with the personalized path planning module, the wrong answer consolidation unit communicates unidirectionally with the intelligent evaluation module, and the results display unit communicates bidirectionally with the full-scene input module and the intelligent evaluation module.

[0012] A teaching method for a Chinese character teaching system includes the following steps: Step S1: Establish a two-dimensional hierarchical character database, storing Chinese character elements according to age group and knowledge difficulty. The Chinese character elements include the Chinese character itself, pinyin, radical, strokes, meaning, hierarchical contextual materials, and construct a structured data index. Step S2: Multimodal explanation of Chinese character knowledge. The multimodal teaching module retrieves corresponding level Chinese character elements from the hierarchical character library according to the user's age group and learning goals, and conveys Chinese character knowledge to the user through a combination of voice broadcast, animation demonstration, interactive simulation and text analysis. Step S3: Receive full-scene input. The full-scene input module obtains Chinese character-related content input by the user through any form of writing, voice, radical decomposition, or pinyin spelling, performs standardized processing, and then transmits it to the intelligent evaluation module. Step S4: Three-dimensional intelligent evaluation. The intelligent evaluation module retrieves standard Chinese character elements from the hierarchical character library and comprehensively evaluates the user input content from the cognitive, application, and writing dimensions. It calculates core indicators through quantitative formulas, generates scoring results, error messages, and improvement suggestions, and synchronizes them to the personalized path planning module. Step S5: Generate a personalized learning path. The personalized path planning module formulates appropriate learning content and practice tasks based on the assessment results, user age group and learning goals, and feeds back teaching content adjustment instructions to the multimodal teaching module. Step S6: Contextual association enhancement. The contextual association module retrieves the elements of the currently learned Chinese character from the hierarchical character library, generates hierarchical contextual content, and guides the user to complete word formation, sentence construction, and scenario-based application exercises. The exercise results are fed back to the intelligent evaluation module through the full-scenario input module. Step S7: Cross-media synchronous learning. The cross-media linkage module synchronizes the teaching content, input data, evaluation results and learning paths of steps S2-S6, connects with external educational media, provides support for extended resources, and realizes seamless learning across scenarios.

[0013] In step S4, the three-dimensional intelligent assessment specifically includes: Step S41, cognitive dimension assessment, which calls up the standard pinyin, radical, and semantic data in the hierarchical character library, compares it with the user's input, calculates the pinyin spelling accuracy and radical recognition accuracy through quantitative formulas, and marks the error type; Step S42, application dimension assessment, which calls up the standard contextual materials in the hierarchical character library, analyzes the rationality of the user's word formation, the grammatical standardization of the sentence construction, and the contextual suitability through natural language processing technology, and outputs the optimal example; Step S43, writing dimension assessment, which extracts the stroke order, morphological features, and character structure parameters of the user's handwritten Chinese characters through image recognition technology, compares them with the standard template, calculates the writing similarity through quantitative formulas, and outputs stroke correction suggestions; Step S44, integrating the three-dimensional assessment data, generating a level score and targeted comments, and synchronizing them to the personalized path planning module.

[0014] In step S5, the personalized learning path generation specifically includes: Step S51: If the cognitive dimension assessment score is less than 70 points, the personalized path planning module sends an instruction to the multimodal teaching module, prioritizing the recommendation of basic exercises such as pinyin pronunciation and radical recognition at the corresponding level, with the number of exercises being 1.5 times the normal amount; Step S52: If the application dimension assessment score is less than 70 points, prioritizing word formation expansion and sentence imitation exercises, with corresponding leveled contextual examples for reference; Step S53: If the writing dimension assessment score is less than 70 points, prioritizing stroke tracing and character structure adjustment exercises, with animated demonstrations of the standard writing process; Step S54: If the assessment scores of each dimension are not less than 85 points, advanced exercises or Chinese character culture expansion content are recommended; Step S55: The difficulty of subsequent exercises is dynamically adjusted based on the user's accuracy and time spent completing the exercises.

[0015] In step S6, the contextual association enhancement specifically includes: Step S61, the basic layer, where the contextual association module retrieves common collocation data of the current Chinese character from the hierarchical character library, generates 3-5 commonly used phrases that fit the hierarchical level, and marks the meaning and part of speech of the phrases; Step S62, the advanced layer, based on the commonly used phrases and combined with the grammatical example data in the hierarchical character library, generates 2-3 standard sentences and parses the grammatical structure; Step S63, the advanced layer, calling the scenario-based materials in the hierarchical character library to generate a scenario-based short article of 50-200 characters and marks the contextual usage of the current Chinese character; Step S64, the interactive layer, guiding users to independently create sentences or short articles containing the Chinese character, and after submission through the full-scene input module, the intelligent evaluation module provides real-time feedback on the creation quality and optimization suggestions.

[0016] Therefore, the present invention adopts the above-mentioned Chinese character teaching system and teaching method, which achieves precision, efficiency and fun in Chinese character teaching through directional communication and closed-loop collaboration between modules, combined with quantitative evaluation formulas.

[0017] The technical solution of the present invention will be further described in detail below with reference to the accompanying drawings and embodiments. Attached Figure Description

[0018] Figure 1 This is an overall system block diagram of a Chinese character teaching system according to the present invention; Figure 2 This is a schematic diagram of the overall process of a Chinese character teaching system and method according to the present invention; Figure 3 This is a flowchart illustrating step S4 of the Chinese character teaching system and method of the present invention; Figure 4 This is a flowchart illustrating step S5 of the Chinese character teaching system and method of the present invention; Figure 5 This is a flowchart illustrating step S6 of the Chinese character teaching system and method of the present invention. Detailed Implementation

[0019] The technical solution of the present invention will be further described below with reference to the accompanying drawings and embodiments.

[0020] Unless otherwise defined, the technical or scientific terms used in this invention shall have the ordinary meaning as understood by one of ordinary skill in the art to which this invention pertains.

[0021] The terms "first," "second," and similar words used in this invention do not indicate any order, quantity, or importance, but are merely used to distinguish different components. Terms such as "comprising" or "including" mean that the element or object preceding the word encompasses the elements or objects listed after the word and their equivalents, without excluding other elements or objects. Terms such as "connected" or "linked" are not limited to physical or mechanical connections, but can include electrical connections, whether direct or indirect. Terms such as "upper," "lower," "left," and "right" are used only to indicate relative positional relationships; when the absolute position of the described object changes, the relative positional relationship may also change accordingly.

[0022] Example 1 like Figures 1-5 As shown, this invention provides a Chinese character teaching system, including a graded character library module, a multimodal teaching module, a full-scene input module, an intelligent assessment module, a personalized path planning module, a contextual association module, and a cross-media linkage module. The graded character library module is used to store Chinese character elements with dual-dimensional grading. The Chinese character elements include the Chinese character itself, pinyin (including initials, finals, and tones), radicals, strokes, meaning (including original meaning and extended meaning), and graded contextual materials. The dual-dimensional grading is divided by age group into preschool level (1-3 years old), preschool level (4-6 years old), primary school level (grades 1-6), and adult level, as well as by knowledge difficulty into basic level (character recognition and pronunciation), intermediate level (word formation and sentence construction), and advanced level (contextual application).

[0023] Two-dimensional grading: On the one hand, it is divided by age group (preschool, early childhood, primary school, adult) to suit different cognitive levels; on the other hand, it is divided by knowledge difficulty (basic, intermediate, advanced) to ensure gradual learning. Structured storage: Chinese character elements include not only the character itself, strokes, and radicals, but also supplementary pinyin (including initials, finals, and tones), meanings (including literal and extended meanings), and graded contextual materials (word formation, sentence construction, short passages, and scenario examples). Data indexes are established according to grading rules for quick retrieval. Module interaction: It communicates bidirectionally with the multimodal teaching module, intelligent assessment module, and context-related module, providing them with accurate grading data support; it receives synchronization commands from the cross-media linkage module to update textbook synchronization data and extended resource data.

[0024] The multimodal teaching module and the hierarchical character library module are connected bidirectionally. The multimodal teaching module is used to retrieve Chinese character elements of the corresponding level from the hierarchical character library module and output Chinese character teaching content to users through one or more modal combinations of voice broadcast, animation demonstration, interactive simulation and text parsing.

[0025] Multimodal Combination: Integrating four core modalities—voice, animation, interaction, and text analysis—to cover the cognitive habits of different learners. The voice unit meets auditory learning needs, the animation unit concretizes abstract structures, the interactive unit enables learning through play, and the analysis unit deepens knowledge comprehension. Modal Adaptation Logic: Automatically adjusting the modal combination based on the user's age and learning objectives. For example, preschoolers prioritize voice, animation, and interaction; primary schoolers use voice, animation, and text analysis; and adult learners focus on text analysis, voice, and supplementary resources. Module Interaction: Retrieving corresponding level Chinese character elements from the graded character library module to generate appropriate teaching content; receiving adjustment instructions from the personalized path planning module to dynamically optimize teaching modalities and content difficulty; and synchronizing teaching progress data with the cross-media linkage module.

[0026] The full-scenario input module receives Chinese character-related content input by users through any means, including handwriting, voice, radical decomposition, and pinyin spelling. It then standardizes the input data before transmitting it to the intelligent evaluation module. Data standardization processing converts voice input to text format, handwritten input to image recognition format, and radical decomposition input to structured data, ensuring that the subsequent evaluation module can accurately parse and substitute it into formulas for calculation.

[0027] Multiple input formats: Includes handwriting input (compatible with touchscreens and graphics tablets), voice input (suitable for younger learners and mobile scenarios), radical-based input (strengthening radical recognition), and pinyin spelling input (consolidating pinyin fundamentals), meeting the input needs of different learning objectives. Module interaction: Receives and standardizes user input data, transmitting it to the intelligent assessment module and context association module; stores users' excellent learning outcomes and synchronizes them to the results display unit of the interactive reinforcement module.

[0028] The intelligent evaluation module has a one-way communication connection with the hierarchical character library module and the full-scene input module. It is used to retrieve standard Chinese character elements from the hierarchical character library module and comprehensively evaluate the user input content transmitted by the full-scene input module from the cognitive dimension (pinyin, radical, meaning), application dimension (word formation, sentence construction, context adaptation), and writing dimension (stroke order, shape, character structure), and output the evaluation results. The evaluation includes the calculation of core indicators based on quantitative formulas.

[0029] The three-dimensional assessment includes: a cognitive dimension assessing mastery of pinyin, radicals, and character meanings; an application dimension assessing the ability to form words, construct sentences, and adapt to context; and a writing dimension assessing the standardization of stroke order, form, and character structure, comprehensively covering the core aspects of Chinese character teaching.

[0030] The quantitative evaluation includes the accuracy of pinyin spelling, the accuracy of radical recognition, the similarity of handwriting, the precise feedback mechanism, and the module interaction.

[0031] The accuracy rate of pinyin spelling is shown in the following formula: ; in, For the accuracy rate of pinyin spelling; The number of correct pinyin inputs by the user; The total number of Pinyin inputs by the user.

[0032] The accuracy rate of radical recognition is shown in the following formula: ; in, To improve the accuracy of radical recognition, The number of radicals correctly identified or entered by the user. This represents the number of radicals corresponding to the currently learned Chinese character (or the total number of radicals the user needs to recognize).

[0033] The similarity of writing is shown in the following formula: ; in, The similarity between the user's written Chinese characters and the standard template is calculated. The number of parameters (including key parameters such as stroke order, stroke shape, and character structure) that match the standard template in the user's writing. To assess the total number of parameters involved.

[0034] Precise feedback mechanism: Not only does it calculate and output core indicator values ​​using formulas, but it also identifies specific error types and provides targeted improvement suggestions and optimal examples for reference. Module interaction: It retrieves standard Chinese character elements from the hierarchical character library module as an evaluation benchmark; it receives standardized input data from the full-scenario input module for three-dimensional evaluation. The evaluation results are synchronized to the error consolidation unit of the personalized path planning module and the interactive reinforcement module.

[0035] The personalized learning path planning module communicates unidirectionally with the intelligent assessment module and bidirectionally with the multimodal teaching module. Based on the assessment results of the intelligent assessment module and combined with the user's preset age group and learning objectives, it generates a personalized learning path and sends feedback instructions to the multimodal teaching module to adjust the teaching content.

[0036] Path generation logic: Based on the three-dimensional quantitative assessment results, combined with the user's age group and learning goals (exam preparation / interest / professional application), differentiated learning paths are formulated. The amount of practice is increased for weak links, and repetitive practice is reduced for strong links. The difficulty is automatically increased after the goal is achieved.

[0037] Module Interaction: Receives three-dimensional quantitative assessment data from the intelligent assessment module; provides feedback on teaching content adjustment instructions to the multimodal teaching module; and pushes suitable challenge tasks to the challenge practice unit of the interactive reinforcement module.

[0038] The context association module communicates unidirectionally with the hierarchical character library module and bidirectionally with the full-scene input module. It is used to retrieve the elements of the currently learned Chinese characters from the hierarchical character library module, generate hierarchical contextual content (word formation, sentence construction, scenario-based short articles, and life application examples), and receive user input feedback based on the contextual content.

[0039] The content is presented in a tiered manner, divided into four levels from basic to advanced: basic level (common phrases), intermediate level (standard sentence construction), advanced level (scenario-based short articles), and interactive level (independent creation), guiding learners to gradually improve their application skills.

[0040] Interactive application training: It not only provides sample content, but also guides users to create their own content. After submission through the full-scene input module, the intelligent evaluation module provides real-time feedback on the quality of the creation, which strengthens the application memory.

[0041] Module Interaction: Retrieves elements of the currently learned Chinese character from the hierarchical character library module to generate hierarchical contextual content; receives user-created data from the full-scene input module and transmits it to the intelligent evaluation module; synchronizes contextual application data to the cross-media linkage module.

[0042] The cross-media linkage module communicates bidirectionally with the graded character library module, multimodal teaching module, intelligent assessment module, personalized path planning module, and context association module to synchronize teaching data, learning progress, and assessment results of each module, and to achieve data exchange and content synchronization with external educational media (textbooks, smart devices, and educational platforms).

[0043] Multi-dimensional synchronization: Supports textbook synchronization (connecting with mainstream textbook versions), device interoperability (synchronizing learning progress across terminals), and resource expansion (connecting with external education platforms), achieving seamless integration of classroom learning, after-class practice, and home review.

[0044] Secure data transmission: Standardized data interfaces are used to ensure secure data exchange between modules and external media, protecting the privacy of users' learning data.

[0045] Module Interaction: It communicates bidirectionally with all core modules of the system to synchronize teaching content, input data, quantitative assessment results, and learning paths; it also connects with external educational media (textbooks, smart devices, electronic dictionaries, digital libraries) to achieve data synchronization and resource sharing.

[0046] The graded character library module includes an age-group adaptation unit, a difficulty progression unit, and a data scheduling unit. The age-group adaptation unit stores adaptation materials for preschool, elementary, and adult levels. The preschool level stores high-frequency single-syllable characters, basic strokes, and images associated with real objects. The elementary level stores 300-500 commonly used characters, a basic pinyin system, simple radicals, and materials related to nursery rhymes / picture books. The elementary level stores new characters synchronized with textbooks, complete pinyin rules, complex radical combinations, and text excerpts. The adult level stores rare characters, characters from professional fields, and materials cited in literature. The difficulty progression unit stores corresponding character elements in each age group in three levels: basic, intermediate, and advanced. The basic level focuses on character recognition and pronunciation data, the intermediate level focuses on word formation and sentence construction templates, and the advanced level focuses on contextual application cases.

[0047] The data scheduling unit communicates bidirectionally with the age group adaptation unit and the difficulty progression unit, respectively, and is used to accurately extract the corresponding level of Chinese character elements according to the calling instructions of the multimodal teaching module, intelligent assessment module and context association module.

[0048] The multimodal teaching module includes a speech unit, an animation unit, an interactive unit, a parsing unit, and a modal adaptation unit. The speech unit is used to broadcast the pinyin of Chinese characters, their meanings, and expressive readings of contextual content. The animation unit dynamically demonstrates the stroke order of Chinese characters, the process of splitting and combining radicals, and the history of the evolution of Chinese characters. The interactive unit provides radical-based word games, pinyin crossword puzzles, and contextualized interactive scenarios. The parsing unit analyzes the text to understand the relationship between the form and meaning of Chinese characters, differences between ancient and modern meanings, the usage of polyphonic characters, and the differentiation of similar-looking characters. The modal adaptation unit communicates unidirectionally with the speech unit, animation unit, interactive unit, and parsing unit, and is used to combine appropriate teaching modalities according to the instructions of the personalized path planning module.

[0049] The intelligent assessment module includes a cognitive assessment unit, an application assessment unit, a writing assessment unit, and an assessment integration unit. The cognitive assessment unit calls upon the standard pinyin, radical, and semantic data from the tiered character library module, compares it with user input, calculates the pinyin spelling accuracy and radical recognition accuracy using quantitative formulas, and labels error types. The application assessment unit calls upon the standard contextual materials from the tiered character library module, analyzes the rationality of user word formation, the grammatical correctness of sentence construction, and contextual suitability, and generates optimal example references. The writing assessment unit calls upon the standard stroke and character shape data from the tiered character library module, extracts the stroke order, morphological features, and character structure parameters of user-written Chinese characters using image recognition technology, compares it with standard templates, calculates writing similarity using quantitative formulas, and outputs stroke correction suggestions and structural optimization schemes. The assessment integration unit communicates unidirectionally with the cognitive, application, and writing assessment units to integrate the three-dimensional assessment data, generate excellent / good / pass / fail grade scores and targeted comments, and synchronizes them to the personalized path planning module.

[0050] The cross-media linkage module includes a textbook synchronization unit, a device interconnection unit, and a resource expansion unit. The textbook synchronization unit communicates bidirectionally with the hierarchical character library module and is used to connect to mainstream textbooks such as those of the People's Education Press, Jiangsu Education Press, and Beijing Normal University Press, synchronize the character list, teaching progress, and text content of the textbooks, and send data synchronization instructions to the hierarchical character library module. The device interconnection unit communicates bidirectionally with the multimodal teaching module, the intelligent assessment module, and the personalized path planning module, and is used to support cross-device login of intelligent learning machines, educational tablets, intelligent blackboards, and mobile phone APPs, and synchronize learning progress, wrong-question records, and learning achievements. The resource expansion unit communicates bidirectionally with the hierarchical character library module and is used to connect to electronic dictionaries, digital libraries, and educational video platforms, and provide resource links such as paraphrase expansion, related picture books, and teaching videos based on the current Chinese character elements being learned.

[0051] The interactive reinforcement module includes a challenge practice unit, a wrong-question consolidation unit, and a result display unit. The challenge practice unit communicates unidirectionally with the personalized path planning module and is used to generate hierarchical challenge tasks based on the personalized learning path, set clearance conditions, and unlock medals and expansion content after clearance. The wrong-question consolidation unit communicates unidirectionally with the intelligent assessment module and is used to classify and store the user's wrong content and regularly generate targeted consolidation exercises; the result display unit communicates bidirectionally with the full-scenario input module and the intelligent assessment module and is used to store the user's excellent learning results and support sharing and printing.

[0052] A teaching method for a Chinese character teaching system includes the following steps: S1: Establish a two-dimensional hierarchical character library, store Chinese character elements according to age and knowledge difficulty. The Chinese character elements include the Chinese character itself, pinyin, radical, strokes, meaning, and hierarchical context materials, and construct a structured data index. Divide the age groups into preschool, pre-primary school, primary school, and adult levels, and divide the knowledge difficulty into basic, advanced, and improved levels; store the Chinese character elements (the Chinese character itself, pinyin, radical, strokes, meaning, and hierarchical context materials) in a structured manner according to the hierarchical rules and establish a data index to ensure that each module can quickly retrieve them.

[0053] In the teaching process of the Chinese character "shui" at the preschool level, hierarchical character library matching: The user selects the preschool level plus the basic level. The system retrieves the elements of the Chinese character "shui" from the age adaptation unit of the hierarchical character library module, which are the Chinese character itself, pinyin shuǐ (initial sh, final uǐ), basic strokes (vertical hook, cross stroke, left-falling stroke, right-falling stroke), meaning (colorless and odorless liquid), physical association pictures (water droplet, river), and simple phrases (boiled water, river water); the difficulty progression unit matches the basic-level cognitive materials, and the data scheduling unit transmits the structured data to the multimodal teaching module.

[0054] S2: Explain Chinese character knowledge in multiple modalities. The multi-modal teaching module retrieves Chinese character elements at the corresponding level from the graded character library according to the user's age group and learning goals, and conveys Chinese character knowledge to the user through a combined modality of voice broadcast, animation demonstration, interactive simulation, and text analysis.

[0055] The multi-modal teaching module retrieves Chinese character elements at the corresponding level from the graded character library according to the user's preset age group and learning goals; automatically combines and adapts the teaching modality (such as using voice, animation, and interaction for the toddler level), and conveys knowledge of the pinyin, radical, strokes, meaning, and basic context application of Chinese characters to the user; and receives adjustment instructions from the personalized path planning module in real time during the teaching process to dynamically optimize the teaching content.

[0056] The voice unit broadcasts the pinyin shuǐ (split reading sh-uǐ) and the meaning that water is a colorless and odorless liquid; the animation unit demonstrates the stroke order of the character shuǐ and the scene of water droplets flowing; the interactive unit launches a game of spelling radicals.

[0057] S3: Receive full-scenario input. The full-scenario input module obtains the Chinese character-related content input by the user in any form of writing, voice, radical splitting, or pinyin spelling, and after standardization processing, transmits it to the intelligent evaluation module.

[0058] The user selects the input form (writing, voice, radical splitting, pinyin spelling) according to their own needs and submits Chinese character-related content through the full-scenario input module; the system performs standardization processing on the input data (such as voice-to-text conversion, handwriting-to-image recognition format) and transmits it to the intelligent evaluation module.

[0059] Toddlers input shuǐ by voice, and the full-scenario input module converts the voice into text format and transmits it to the intelligent evaluation module; or write the character shuǐ on the touch screen, and the system converts the handwriting trajectory into an image recognition format.

[0060] Step S4: Three-dimensional intelligent evaluation. The intelligent evaluation module retrieves the standard Chinese character elements from the graded character library, comprehensively evaluates the user input content from the cognitive dimension, application dimension, and writing dimension, calculates the core indicators through a quantitative formula, generates a scoring result, error prompt, and improvement suggestions, and synchronizes them to the personalized path planning module.

[0061] In step S4, the three-dimensional intelligent assessment specifically includes: Step S41, cognitive dimension assessment, which calls upon standard pinyin, radical, and semantic data from the hierarchical character library, compares it with the user's input, calculates the pinyin spelling accuracy and radical recognition accuracy using quantitative formulas, and labels the error types; Step S42, application dimension assessment, which calls upon standard contextual materials from the hierarchical character library, analyzes the rationality of the user's word formation, the grammatical correctness of the sentence construction, and the contextual suitability using natural language processing technology, and outputs the optimal example; Step S43, handwriting dimension assessment, which extracts the stroke order, morphological features, and character structure parameters of the user's handwritten Chinese characters using image recognition technology, compares them with standard templates, calculates the handwriting similarity using quantitative formulas, and outputs stroke correction suggestions; Step S44, integrating the three-dimensional assessment data, generating a grade score and targeted comments, and synchronizing them to the personalized path planning module.

[0062] Cognitive Dimension: The system compares the correctness of the input pinyin, radicals, and meanings, calculates the pinyin spelling accuracy rate and radical recognition accuracy rate, and labels error types. It analyzes the rationality of word formation, the grammatical correctness of sentence construction, and contextual suitability, generating an application ability score. It recognizes the stroke order, shape, and structure of handwritten Chinese characters, compares them with standard templates, calculates writing similarity, and outputs a writing score and correction suggestions. After evaluation, the system integrates the results, generating a visual score, quantitative indicator values, and detailed textual comments, providing feedback to the user.

[0063] Cognitive dimension: Compare the accuracy of the pinyin input with the voice input. If the child pronounces suǐ (incorrect initial consonant), =0 (the number of correct pinyin is 0) =1 (Total number of input pinyin is 1), Pinyin spelling accuracy rate =0, the cognitive assessment unit is marked "Incorrect initial consonant, the correct initial consonant is sh". Application dimension: The basic level for preschoolers does not assess application ability, only simple phrases are shown for repetition; Writing dimension: If the order of handwritten strokes is reversed, extract 4 core parameters (matching the order of vertical hook, horizontal stroke, left-falling stroke, and right-falling stroke), among which the matching parameters =2, total parameters =4, handwriting similarity =50%. The writing assessment unit suggests the correct order should be vertical hook first; the assessment integration unit outputs a passing score, which is synchronized to the personalized path planning module.

[0064] Step S5: Generate a personalized learning path. The personalized path planning module formulates appropriate learning content and practice tasks based on the assessment results, user age group and learning objectives, and provides feedback to the multimodal teaching module to adjust the teaching content.

[0065] In step S5, the personalized learning path generation specifically includes: Step S51: If the cognitive dimension assessment score is less than 70 points, the personalized path planning module sends an instruction to the multimodal teaching module, prioritizing the recommendation of basic exercises such as pinyin pronunciation and radical recognition at the corresponding level, with the number of exercises being 1.5 times the normal amount. Step S52: If the application dimension assessment score is less than 70 points, prioritizing word formation expansion and sentence imitation exercises, with corresponding leveled contextual examples for reference. Step S53: If the writing dimension assessment score is less than 70 points, prioritizing stroke tracing and character structure adjustment exercises, with animated demonstrations of the standard writing process. Step S54: If the assessment scores for each dimension are not less than 85 points, advanced exercises or Chinese character culture expansion content are recommended. Step S55: The difficulty of subsequent exercises is dynamically adjusted based on the user's accuracy and time spent completing the exercises.

[0066] If a certain dimension of the assessment fails to meet the standard (e.g., the cognitive dimension score is below 70), basic reinforcement exercises for that dimension will be recommended first. If all dimensions of the assessment meet the standard, advanced exercises or extended content will be recommended. The difficulty and quantity of exercises will be dynamically adjusted to ensure that the exercises are targeted and effective.

[0067] The system identifies the cognitive dimension (pinyin) as a weak link and sends instructions to the multimodal teaching module, prioritizing the recommendation of special pinyin pronunciation practice for the initial consonant sh (a combination of speech and animation modality); it also pushes the first level of the pinyin challenge task to the interactive reinforcement module.

[0068] S6: Enhanced Contextual Association. The contextual association module retrieves elements of the currently learned Chinese character from the hierarchical character library, generates hierarchical contextual content, and guides users to complete word formation, sentence construction, and scenario-based application exercises. The exercise results are fed back to the intelligent evaluation module through the full-scenario input module.

[0069] In step S6, the contextual association enhancement specifically includes: S61: Basic layer, the contextual association module retrieves common collocation data of the current Chinese character from the hierarchical character library, generates 3-5 common phrases that fit the hierarchical level, and marks the meaning and part of speech of the phrases; S62: Advanced layer, based on the common phrases and combined with the grammatical example data in the hierarchical character library, generates 2-3 standard sentences and parses the grammatical structure; S63: Enhanced layer, calls the scenario-based materials in the hierarchical character library to generate a scenario-based short article of 50-200 characters, and marks the contextual usage of the current Chinese character; S64: Interactive layer, guides users to independently create sentences or short articles containing the Chinese character, and after submission through the full-scene input module, the intelligent evaluation module provides real-time feedback on the creation quality and optimization suggestions.

[0070] The system call context association module generates hierarchical context content based on the currently learned Chinese characters to guide users to gradually improve their application abilities. Basic layer: Display common phrases and their meanings, and guide users to follow and memorize them; Advanced layer: Display standard sentence-making and grammar analysis, and guide users to imitate writing; Improvement layer: Display scenario-based short texts to guide users to understand the application of Chinese characters in actual contexts; Interactive layer: Encourage users to independently create sentences or short texts containing the target Chinese characters and submit them to the intelligent evaluation module through the full-scenario input module to obtain real-time feedback.

[0071] Basic layer: Display phrases such as boiling water and river water and pictures of water droplets, and guide children to follow; Advanced layer: Not involved for the time; Interactive layer: Guide children to point to water in life (such as water cups, faucets), and input "water is here" through voice. The intelligent evaluation module gives feedback: Correct! Water is our good friend.

[0072] S7: Cross-media synchronous learning. The cross-media linkage module synchronizes the teaching content, input data, evaluation results, and learning paths of steps S2 - S6, connects to external educational media, provides extended resource support, and realizes seamless learning across scenarios.

[0073] The cross-media linkage module synchronizes all data of steps S2 - S6, supports users to continue learning among multiple devices such as intelligent learning machines, educational tablets, and mobile phone APPs; connects to mainstream textbooks, synchronizes teaching progress and character lists; links external educational resources (electronic dictionaries, digital libraries, teaching video platforms) to provide diversified extended content and realize seamless learning across scenarios.

[0074] Parents can view the learning progress of their children through the mobile phone APP (spelling correct rate of pinyin is 60%, similarity of stroke order is 80%); the system synchronously pushes picture book resources related to the character "water" (connected to the digital library) to support parents to accompany their children in reading.

[0075] Embodiment 2 The user selects the primary school level (third grade) and the advanced layer. The system connects to the third-grade Chinese textbook of the People's Education Edition (textbook synchronous unit), retrieves the elements of the Chinese character "精" from the graded character library, including the pinyin jīng (post-nasal sound), radical 米, number of strokes (14 strokes), meaning (refined, best), text fragment (we prepared the program carefully), common phrases (spirit, wonderful, carefully), and examples of standard sentence-making.

[0076] The modality adaptation unit selects the combination of voice + animation + text analysis; the voice unit broadcasts the pinyin jīng (emphasizing the post-nasal sound), meaning, and phrases; the animation unit demonstrates the splitting of the radical of the character "精" (米, 青) and the stroke order; the analysis unit conducts text analysis on the morphological and semantic associations of the character "精" (米 represents grain, refined grain is 精, extended to high-quality, best), and the usage of polyphonic characters (no polyphonic characters, supplemented with the discrimination of the similar character 睛).

[0077] Students input the character "精" by writing it by hand or input the pinyin "jīng" to match the Chinese character; independently create sentences containing the character "精" (such as "His performance was wonderful"), and submit them through text input.

[0078] Cognitive dimension: Evaluate the accuracy of the post-nasal sound of pinyin (correct), and the recognition of radicals (correctly point out that "米" is the radical), = 1 (the number of correctly recognized radicals is 1), = 1 (the total number of radicals corresponding to the character "精" is 1), and the radical recognition accuracy rate = 100%.

[0079] Application dimension: Analyze the created sentence "His performance was wonderful", the rationality of word formation (the collocation of "精彩" is correct), the grammatical normality (the subject-predicate-object structure is complete), and the context suitability (in line with the life scenario). The application evaluation unit outputs well, and recommends the best example "This game is very wonderful". Writing dimension: Identify the glyph structure of the handwritten character "精", extract 20 core parameters (stroke form, spacing between parts, proportion, etc.), among which the matching parameters = 17, the total parameters = 20, the writing similarity = 85%. The horizontal stroke is slightly shorter, and it is recommended to tilt 3° upward to the right. The evaluation and integration unit outputs a good score and synchronizes it to the personalized path planning module.

[0080] The system determines that the writing dimension is a weak link, sends instructions to the multi-modal teaching module, and recommends exercises for adjusting the glyph structure of the character "精" (animation demonstration, tracing practice); pushes the word formation and sentence-making level to the breakthrough practice unit (5 standard sentences need to be completed).

[0081] Basic layer: Display 3 phrases "精神", "精彩", and "精心", mark the meanings and word natures; Advanced layer: Display 2 standard sentences ("We prepared the gift carefully"; "Her spirit is worthy of our learning"), and analyze the subject-predicate-object structure. Improvement layer: Generate a scenario-based short passage ("On Children's Day, the students carefully arranged the literary and artistic programs, and the wonderful performances won applause from the whole audience, showing the spiritual outlook of the teenagers in the new era"). Interactive layer: The student creates a short passage "My Careful Preparation", and after submission, the intelligent evaluation module gives feedback that "the context suitability is high. If 'carefully prepared the homework' is changed to 'carefully completed the homework', the collocation is more standard.

[0082] The learning progress of the students on the school intelligent blackboard (the accuracy rate of the cognitive dimension of the character "精" is 100%, the application dimension is good, and the writing similarity is 85%) is synchronized to the home tablet; the system synchronizes the text fragments of the textbooks where the character "精" is located to support after-class review; connects to the electronic dictionary to provide synonyms (优, 佳) and antonyms (粗, 劣) expansion of the character "精".

[0083] Example 3 The teaching process of the rare character "龘" for adults (28 years old): When the user selects the adult + advanced level, the system retrieves the elements of the Chinese character 龘 from the hierarchical character library, including the pinyin dá, the radical 龙, the number of strokes (48 strokes), the meaning (the appearance of a dragon taking flight), common phrases (龘龘), and a contextual short passage (At the beginning of the New Year, the dragon is soaring, and everything is renewed).

[0084] The modality adaptation unit selects the combination of "text parsing, voice, and extended resources". The voice unit broadcasts the pinyin dá, the meaning, and literature citations; the text parsing unit analyzes the structure of the character 龘 (three dragons stacked), and its usage (mostly used in personal names and auspicious words, and now rarely used); the resource expansion unit connects to the digital library and pushes ancient book fragments containing the character 龘.

[0085] The user inputs "dá" by pinyin spelling to match the Chinese character龘, or inputs it by radical splitting (selecting the combination of three dragon radicals); creates a New Year's blessing containing the character 龘 and submits it through text input.

[0086] Cognitive dimension: Evaluate the accuracy of pinyin (correct), understanding of the meaning (correctly elaborating the appearance of a dragon taking flight), = 1, = 1, = 100%. Pinyin spelling correct rate; = 1 (correctly identifying the radical 龙), = 1 (the core radical is 龙), Radical recognition accuracy = 100%. Application dimension: Analyze the creation of the New Year's blessing "In the Year of the Dragon, everything is soaring forward" - the rationality of word combination (the combination of 龘龘 is correct), the degree of context adaptation (in line with the scene of New Year auspicious words), and the output is excellent; Writing dimension: The user selects only to recognize without writing, and the writing dimension is not evaluated; The evaluation integration unit outputs an excellent score and synchronizes it to the personalized path planning module.

[0087] The system determines that all dimensions meet the standards, sends instructions to the multi-modal teaching module, and recommends extended content (associated learning of rare characters 朤 and 龖); pushes a rare character application level to the challenge practice unit.

[0088] Basic layer: Display the phrase 龘龘 and mark its meaning as the appearance of a dragon taking flight. Advanced layer: Display the standard sentence "Scales and claws flying, with great momentum", and analyze the context usage. Advanced layer: Generate a contextual short passage. Interactive layer: The user creates a speech script fragment containing the character 龘. After submission, the intelligent evaluation module feedbacks that the context adaptation degree is high, the diction is elegant, and it is recommended to supplement the cultural meaning of 龘龘 to enhance the appeal.

[0089] The user's learning progress in the mobile APP is synchronized to the computer terminal; the system connects to the educational video platform and pushes cultural analysis videos of rare characters; supports the user to print out the created New Year's blessing (connected to a printer) for making Spring Festival greeting cards.

[0090] Therefore, the present invention adopts the above-mentioned Chinese character teaching system and teaching method, which achieves precision, efficiency and fun in Chinese character teaching through directional communication and closed-loop collaboration between modules, combined with quantitative evaluation formulas.

[0091] The above embodiments are only used to illustrate the technical solutions of the present invention and are not intended to limit them. Although the present invention has been described in detail with reference to preferred embodiments, those skilled in the art should understand that modifications or equivalent substitutions can still be made to the technical solutions of the present invention, and these modifications or equivalent substitutions cannot cause the modified technical solutions to deviate from the spirit and scope of the technical solutions of the present invention.

Claims

1. A Chinese character teaching system, characterized in that, It includes a graded character library module, a multimodal teaching module, a full-scenario input module, an intelligent assessment module, a personalized path planning module, a context association module, and a cross-media linkage module. The graded character library module stores Chinese character elements with two-dimensional grading, including the character itself, pinyin, radical, strokes, meaning, and graded contextual materials. The two-dimensional grading is divided by age group and knowledge difficulty. The multimodal teaching module has a bidirectional communication connection with the graded character library module. The intelligent assessment module has a one-way communication connection with both the graded character library module and the full-scenario input module. The personalized path planning module has a one-way communication connection with the intelligent assessment module and a bidirectional communication connection with the multimodal teaching module. The context association module has a one-way communication connection with the graded character library module and a bidirectional communication connection with the full-scenario input module. The cross-media linkage module communicates bidirectionally with the hierarchical character library module, multimodal teaching module, intelligent assessment module, personalized path planning module, and context association module.

2. A Chinese character teaching system according to claim 1, characterized in that, The graded character library module includes an age group adaptation unit, a difficulty progression unit, and a data scheduling unit. The data scheduling unit communicates bidirectionally with the age group adaptation unit and the difficulty progression unit, respectively.

3. A Chinese character teaching system according to claim 1, characterized in that, The multimodal teaching module includes a speech unit, an animation unit, an interactive unit, a parsing unit, and a modal adaptation unit. The modal adaptation unit communicates unidirectionally with the speech unit, animation unit, interactive unit, and parsing unit, respectively.

4. A Chinese character teaching system according to claim 1, characterized in that, The intelligent assessment module includes a cognitive assessment unit, an application assessment unit, a writing assessment unit, and an assessment integration unit. The assessment integration unit communicates unidirectionally with the cognitive assessment unit, the application assessment unit, and the writing assessment unit, respectively.

5. A Chinese character teaching system according to claim 1, characterized in that, The cross-media linkage module includes a textbook synchronization unit, a device interoperability unit, and a resource expansion unit. The textbook synchronization unit communicates bidirectionally with the graded character library module, the device interoperability unit communicates bidirectionally with the multimodal teaching module, the intelligent assessment module, and the personalized path planning module, and the resource expansion unit communicates bidirectionally with the graded character library module.

6. A Chinese character teaching system according to claim 1, characterized in that, The interactive reinforcement module includes a challenge practice unit, a wrong answer consolidation unit, and a results display unit. The challenge practice unit communicates one-way with the personalized path planning module, the wrong answer consolidation unit communicates one-way with the intelligent assessment module, and the results display unit communicates two-way with the full-scene input module and the intelligent assessment module.

7. A teaching method for a Chinese character teaching system as described in any one of claims 1-6, characterized in that, Includes the following steps: Step S1: Establish a two-dimensional hierarchical character database, storing Chinese character elements according to age group and knowledge difficulty. The Chinese character elements include the Chinese character itself, pinyin, radical, strokes, meaning, hierarchical contextual materials, and construct a structured data index. Step S2: Multimodal explanation of Chinese character knowledge. The multimodal teaching module retrieves corresponding level Chinese character elements from the hierarchical character library according to the user's age group and learning goals, and conveys Chinese character knowledge to the user through a combination of voice broadcast, animation demonstration, interactive simulation and text analysis. Step S3: Receive full-scene input. The full-scene input module obtains Chinese character-related content input by the user through any form of writing, voice, radical decomposition, or pinyin spelling, performs standardized processing, and then transmits it to the intelligent evaluation module. Step S4: Three-dimensional intelligent evaluation. The intelligent evaluation module retrieves standard Chinese character elements from the hierarchical character library and comprehensively evaluates the user input content from the cognitive, application, and writing dimensions. It calculates core indicators through quantitative formulas, generates scoring results, error messages, and improvement suggestions, and synchronizes them to the personalized path planning module. Step S5: Generate a personalized learning path. The personalized path planning module formulates appropriate learning content and practice tasks based on the assessment results, user age group and learning goals, and feeds back teaching content adjustment instructions to the multimodal teaching module. Step S6: Contextual association enhancement. The contextual association module retrieves the elements of the currently learned Chinese character from the hierarchical character library, generates hierarchical contextual content, and guides the user to complete word formation, sentence construction, and scenario-based application exercises. The exercise results are fed back to the intelligent evaluation module through the full-scenario input module. Step S7: Cross-media synchronous learning. The cross-media linkage module synchronizes the teaching content, input data, evaluation results and learning paths of steps S2-S6, connects with external educational media, provides support for extended resources, and realizes seamless learning across scenarios.

8. A teaching method for a Chinese character teaching system according to claim 1, characterized in that, In step S4, the three-dimensional intelligent assessment specifically includes: Step S41, cognitive dimension assessment, which calls up the standard pinyin, radical, and semantic data in the hierarchical character library, compares it with the user's input, calculates the pinyin spelling accuracy and radical recognition accuracy through quantitative formulas, and marks the error type; Step S42, application dimension assessment, which calls up the standard contextual materials in the hierarchical character library, analyzes the rationality of the user's word formation, the grammatical standardization of the sentence construction, and the contextual suitability through natural language processing technology, and outputs the optimal example; Step S43, writing dimension assessment, which extracts the stroke order, morphological features, and character structure parameters of the user's handwritten Chinese characters through image recognition technology, compares them with the standard template, calculates the writing similarity through quantitative formulas, and outputs stroke correction suggestions; Step S44, integrating the three-dimensional assessment data, generating a level score and targeted comments, and synchronizing them to the personalized path planning module.

9. A teaching method for a Chinese character teaching system according to claim 1, characterized in that, In step S5, the personalized learning path generation specifically includes: Step S51: If the cognitive dimension assessment score is less than 70 points, the personalized path planning module sends an instruction to the multimodal teaching module, prioritizing the recommendation of basic exercises such as pinyin pronunciation and radical recognition at the corresponding level, with the number of exercises being 1.5 times the normal amount; Step S52: If the application dimension assessment score is less than 70 points, prioritizing word formation expansion and sentence imitation exercises, with corresponding leveled contextual examples for reference; Step S53: If the writing dimension assessment score is less than 70 points, prioritizing stroke tracing and character structure adjustment exercises, with animated demonstrations of the standard writing process; Step S54: If the assessment scores of each dimension are not less than 85 points, advanced exercises or Chinese character culture expansion content are recommended; Step S55: The difficulty of subsequent exercises is dynamically adjusted based on the user's accuracy and time spent completing the exercises.

10. A teaching method for a Chinese character teaching system according to claim 1, characterized in that, In step S6, the contextual association enhancement specifically includes: Step S61, the basic layer, where the contextual association module retrieves common collocation data of the current Chinese character from the hierarchical character library, generates 3-5 commonly used phrases that fit the hierarchical level, and marks the meaning and part of speech of the phrases; Step S62, the advanced layer, based on the commonly used phrases and combined with the grammatical example data in the hierarchical character library, generates 2-3 standard sentences and parses the grammatical structure; Step S63, the advanced layer, calling the scenario-based materials in the hierarchical character library to generate a scenario-based short article of 50-200 characters and marks the contextual usage of the current Chinese character; Step S64, the interactive layer, guiding users to independently create sentences or short articles containing the Chinese character, and after submission through the full-scene input module, the intelligent evaluation module provides real-time feedback on the creation quality and optimization suggestions.

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