Learning device and method for basic problems of safety science
By designing a safety science learning device, which employs a disc-shaped structure and multi-mode interactive methods, the problem of dull safety science teaching in existing technologies has been solved, enabling students to learn intuitively and receive information efficiently.
Patent Information
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- Filing Date
- 2026-01-05
- Publication Date
- 2026-04-03
AI Technical Summary
In current technology, the teaching methods for fundamental issues in safety science are too theoretical, resulting in slow student comprehension, low learning interest, and unsatisfactory learning outcomes.
Design a learning device for basic safety science questions. It adopts a disc-shaped structure and is equipped with a display screen, display device, control buttons and light strip. It imparts safety science knowledge through learning mode, question-and-answer mode and sorting mode, combined with physical models.
By teaching safety science knowledge through physical models, students can intuitively experience it, which leads to high learning interest, quick understanding, and ideal results.
Smart Images
Figure CN121789522A_ABST
Abstract
Description
Technical Field
[0001] This invention relates to a learning technology for safety science, and more particularly to a learning device and method for fundamental problems in safety science. Background Technology
[0003] Safety is an eternal theme in human survival, production, life, and development. Safety science is a science that specifically studies accident phenomena, the nature of accidents, and the laws governing their movement and change, in order to prevent, control, or reduce accidents. Safety issues cover a very wide range.
[0004] Currently, safety science and engineering are receiving increasing attention, aiming to provide safety guarantees for production and daily life through research in risk identification, disaster prevention and control, and emergency management, covering multiple fields such as construction, mining, transportation, and the environment. However, there is a severe shortage of personnel in safety science management; therefore, it is necessary to cultivate a large number of safety science professionals.
[0005] In current technology, students are taught basic safety science knowledge through theoretical explanations, which is not very intuitive, students are slow to learn, the teaching is boring, and the effect is not ideal.
[0006] In view of this, the present invention is hereby proposed. Summary of the Invention
[0007] The purpose of this invention is to provide a learning device and method for fundamental problems in safety science, so as to solve the above-mentioned technical problems existing in the prior art.
[0008] The objective of this invention is achieved through the following technical solution: The learning device for basic safety science problems of the present invention is generally disc-shaped, with a display screen 4 in the center and multiple display devices 1 evenly distributed around the edges. Each display device 1 corresponds to a control key - computer 5. Each display device 1 has a light strip 2 facing the display screen 4, and a control button 3 corresponding to the display device 1 is provided at the inner end of the light strip 2. A second light strip 6 is provided on one side corresponding to each control button 3. The lower part of the device has a mode selection button 7, a return button 8, and a power button 9.
[0009] The aforementioned learning device for fundamental questions of safety science implements a method for learning fundamental questions of safety science, including the following learning steps: Step 1. Turn on the device power 9 and ten control keys—computer 5, display screen 4 displays the standby interface, display device 1 displays ten basic questions in sequence; Step 2. Press the mode selection key 7 to select different modes; Step 2-1. Select learning mode: After the student selects the learning mode, if none of the ten control buttons 3 are pressed, the initial state display screen 4 shows the basic question logic diagram, and the order of the ten basic questions is correct. After pressing control button 3, display screen 4 shows the content of the basic question corresponding to control button 3 for students to learn. At the same time, the light strip 2 6 on one side of control button 3 lights up. Students press ten control buttons 3 in sequence to learn. The light strip 2 6 on one side of the ten control buttons 3 lights up in sequence. After learning the ten basic definitions, all ten light strips 2 6 light up. After learning, press the back button 8 to return to the initial standby screen, and press the learning button 7 again to learn the corresponding part again by following the above steps; Step 2-2. Select the answer mode: After selecting the answer mode, the display screen 4 shows the initial interface diagram of the answer mode, and the test begins. The score is displayed in the upper right corner of the display screen 4. The quiz includes multiple-choice, true / false, and multiple-answer questions on basic safety science issues. Students need to select the correct answers. There are a total of ten questions randomly selected from the question bank. Steps 2-3. Select the sorting mode: This includes the question of the correct order of fundamental questions in safety science.
[0010] Compared with existing technologies, the learning device and method for fundamental safety science problems provided by this invention impart knowledge of fundamental safety science problems to students through physical models. Students can intuitively experience the knowledge, have high learning interest, and learn quickly, resulting in very ideal effects. Attached Figure Description
[0011] Figure 1 The model structure of the learning device for fundamental safety science problems provided in the embodiments of the present invention and its enlarged schematic diagram; Figure 2 A schematic diagram of the size of a learning device model for fundamental safety science problems provided in an embodiment of the present invention; Figure 3 This is a schematic diagram illustrating the design basis for the model in the embodiments of the present invention; Figure 4 , Figure 5 , Figure 6 These are schematic diagrams of the display screen interfaces in the initial standby mode, learning mode, and question-answering mode, respectively, according to embodiments of the present invention. Figure 7 In this embodiment of the invention, after entering the learning mode, the display screen shows a schematic diagram of the content corresponding to the concept. Figure 8 This is a schematic diagram of the learning process according to an embodiment of the present invention; Figure 9 , Figure 10These are schematic diagrams comparing the order of the fundamental problems in the forward sequence and the out-of-order sequence in embodiments of the present invention. Figure 11 This is a schematic diagram of the sorting process according to an embodiment of the present invention; Figure 12 This is a schematic diagram of the initial interface of the sorting mode in an embodiment of the present invention.
[0012] Figure 1 middle: 1- Display device, ten in total; 2- LED strip one, ten in total; 3- Control buttons, ten in total; 4- Display screen; 5- Control keys—computer, ten in total; 6- LED strip two; 7- Mode selection key; 8- Return key; 9- Power supply. Detailed Implementation
[0013] The technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only a part of the embodiments of the present invention, and not all of them, and do not constitute a limitation on the present invention. All other embodiments obtained by those skilled in the art based on the embodiments of the present invention without creative effort are within the protection scope of the present invention.
[0014] First, the following explanations are provided for the terms that may be used in this article: The terms “including,” “contains,” “comprising,” “having,” or other similar semantic descriptions shall be interpreted as non-exclusive inclusion.
[0015] The term "composed of" excludes any technical features not expressly listed. When used in a claim, it closes the claim to exclude all technical features other than those expressly listed, except for associated conventional impurities. If the term appears only in a clause of a claim, it limits the claim to the elements expressly listed in that clause; elements recited in other clauses are not excluded from the overall claim.
[0016] The contents not described in detail in the embodiments of this invention are prior art known to those skilled in the art. Where specific conditions are not specified in the embodiments of this invention, they shall be performed according to conventional conditions in the art or conditions recommended by the manufacturer. Where the manufacturers of the reagents or instruments used in the embodiments of this invention are not specified, they are all conventional products that can be purchased commercially.
[0017] The learning device for basic safety science problems of the present invention is generally disc-shaped, with a display screen 4 in the center and multiple display devices 1 evenly distributed around the edges. Each display device 1 corresponds to a control key - computer 5. Each display device 1 has a light strip 2 facing the display screen 4, and a control button 3 corresponding to the display device 1 is provided at the inner end of the light strip 2. A second light strip 6 is provided on one side corresponding to each control button 3. The lower part of the device has a mode selection button 7, a return button 8, and a power button 9.
[0018] Multiple light strips form a circle.
[0019] The light strip 2 includes light strips of two colors: green and red.
[0020] Ten display devices are evenly distributed along the edge.
[0021] The device is generally a disc-shaped device with a diameter of 116cm. The display device 1 is a circle with a diameter of 12cm. The first light strip 2 is 7cm long. The control button 3 is a circle with a diameter of 6cm. The circle formed by multiple second light strips 6 has a diameter of 60cm. The display screen 4 is 34cm long and 19cm wide.
[0022] The device is mounted on the wall.
[0023] The aforementioned learning device for fundamental questions of safety science implements a method for learning fundamental questions of safety science, including the following learning steps: Step 1. Turn on the device power 9 and ten control keys—computer 5, display screen 4 displays the standby interface, display device 1 displays ten basic questions in sequence; Step 2. Press the mode selection key 7 to select different modes; Step 2-1. Select learning mode: After the student selects the learning mode, if none of the ten control buttons 3 are pressed, the initial state display screen 4 shows the basic question logic diagram, and the order of the ten basic questions is correct. After pressing control button 3, display screen 4 shows the content of the basic question corresponding to control button 3 for students to learn. At the same time, the light strip 2 6 on one side of control button 3 lights up. Students press ten control buttons 3 in sequence to learn. The light strip 2 6 on one side of the ten control buttons 3 lights up in sequence. After learning the ten basic definitions, all ten light strips 2 6 light up. After learning, press the back button 8 to return to the initial standby screen, and press the learning button 7 again to learn the corresponding part again by following the above steps; Step 2-2. Select the answer mode: After selecting the answer mode, the display screen 4 shows the initial interface diagram of the answer mode, and the test begins. The score is displayed in the upper right corner of the display screen 4. The quiz includes multiple-choice, true / false, and multiple-answer questions on basic safety science issues. Students need to select the correct answers. There are a total of ten questions randomly selected from the question bank. Steps 2-3. Select the sorting mode: This includes the question of the correct order of fundamental questions in safety science.
[0024] In step 2-1, the corresponding content of the basic questions is shown in Table 2 below:
[0025] In step 2-2: Multiple choice questions (answer format): From the perspective of accident prevention, what is the research object of safety science? A. Organizational Risks B. Organizational accidents C. Organizational security D. Damage to the organization; From a risk management perspective, what is the purpose of safety science? A. Accident prevention B. Reduce risk to below the organization's acceptable level. C. Implement organization-defined security D. Discover the cause of the accident; From a comprehensive perspective, what are the attributes of safety science? A. Integration of arts and sciences, interdisciplinary studies, cross-industry analysis, and accident prevention B. Integration of Arts and Sciences, Interdisciplinary Studies, Cross-Industry Focus, Risk Management C. Integration of arts and sciences, interdisciplinary collaboration, cross-industry coverage, and security assurance. D. Primarily based on natural science methods; What does the accident prevention perspective include? A. Hazard identification B. Identifying the causes of accidents, developing preventative measures, and their methodologies. C. Methodology for achieving security D. Risk assessment; What are the methods of safety science from a risk management perspective? A. Social Science Methods B. Natural Science Methods C. Systems Science Methods D. All of the above; According to the axioms of the accident prevention perspective, which of the following is correct? A. Every accident has a cause. B. Minor accidents can be ignored. C. The risk can be completely eliminated. D. Accidents are unpredictable; What is the definition of safety science from a comprehensive and general perspective? A. A structured knowledge system regarding the correct understanding of accidents and methods for accident prevention. B. A structured knowledge system regarding the correct understanding of risk and methods to reduce risk. C. A structured knowledge system regarding the correct understanding of security and the means to achieve security. D. A structured knowledge system regarding the correct understanding of damage and methods to avoid damage; What is the scope of research from a risk management perspective? A. Organization B. Individual behavior C. Natural Environment D. Social culture; What are the disciplinary attributes of the accident prevention perspective? A. Integration of arts and sciences, interdisciplinary studies, cross-industry analysis, and accident prevention B. Integration of Arts and Sciences, Interdisciplinary Studies, Cross-Industry Focus, Risk Management C. Integration of arts and sciences, interdisciplinary collaboration, cross-industry coverage, and security assurance. D. Only natural science methods; What are the boundaries of safety science from a comprehensive and general perspective? A. Research aimed at accident prevention B. Research aimed at reducing security risks C. Research aimed at achieving security D. Research aimed at damage control; True / False questions with answer format: From the perspective of accident prevention, the research object of safety science is the risk of an organization; The content from a risk management perspective includes hazard identification, risk assessment, and methodologies for risk reduction; A comprehensive overview perspective suggests that safety science involves only natural science methods; One of the axioms of the accident prevention perspective is that "small accidents can accumulate into big accidents"; From a risk management perspective, the purpose of safety science is to prevent incidents as defined by the organization. The boundary of a comprehensive and generalized perspective is research aimed at achieving security; The methodology of accident prevention perspective only includes social science methods; The attributes of a risk management perspective include integration of arts and sciences, interdisciplinary collaboration, and cross-industry scope; Safety science, in its definition from an accident prevention perspective, mentions "means to achieve safety"; The scope of research from a comprehensive and generalized perspective is limited to individual behavior; Multiple choice questions in answer format: What does the accident prevention perspective include? A. Discovering the cause of the accident B. Develop preventative measures C. Hazard identification D. Risk assessment; What are the methods from a risk management perspective? A. Social Science Methods B. Natural Science Methods C. Systems Science Methods D. Mathematical methods What are the axioms of a comprehensive and generalized perspective? A. Every accident has a cause. B. Minor accidents can accumulate into major accidents. C. Any accident that can happen will eventually happen. D. The risk can be completely eliminated; What are the attributes of safety science? A. Arts and Sciences Combined B. Interdisciplinary studies C. Industry cross-sectional D. Limited to natural sciences; What does a risk management perspective include? A. A correct understanding of risk B. Risk reduction measures C. Security Measures D. Accident prevention measures; What are some methods for summarizing and generalizing perspectives? A. Social Science Methods B. Natural Science Methods C. Systems Science Methods D. Experimental methods; What are the axioms from an accident prevention perspective? A. Every accident has a cause. B. Minor accidents can accumulate into major accidents. C. Any accident that can happen will eventually happen. D. Accidents are unpredictable.
[0026] In steps 2-3: After the student selects the sorting mode, the display screen 4 controls ten display devices 1 to display ten basic questions in random order. The student needs to press the correct order based on the random order. Press the correct control button 3, and the corresponding light strip 2 on display device 1 will light up green. Continue to select the next basic question. If the wrong control button 3 is pressed, the corresponding light strip 2 on display device 1 will turn red. At the end of the test, the student's final score is displayed in the upper right corner of screen 4.
[0027] In summary, the learning device and method for fundamental safety science issues of this invention impart knowledge of fundamental safety science issues to students through physical models. Students can intuitively understand the concepts, have high learning interest, and quickly grasp the concepts, resulting in a very ideal learning effect.
[0028] To more clearly demonstrate the technical solution and its effects provided by the present invention, the embodiments of the present invention will be described in detail below with reference to specific examples. Example
[0029] like Figures 1 to 12 As shown: Learning device for fundamental questions in safety science: like Figure 1 As shown, it includes: display device 1, ten in total; LED strip 1 2, ten in total; control buttons 3, ten in total; display screen 4; control key - computer 5, ten in total; LED strip 2 6; mode selection key 7; return key 8; power supply 9.
[0030] I. Size and Layout Overall dimensions: 116cm in diameter. The model is placed on the wall, arranged as follows: Figure 1 , Figure 2 As shown, the physical model structure is as follows Figure 1 (The serial numbers in Table 1 refer to...) Figure 1 (Component number in the document).
[0031]
[0032] Display device 1 only needs to display text content, and each light strip 2 can display two colors: green and red.
[0033] II. Functions and Interactions Model design basis as follows Figure 3 As shown.
[0034] Learning steps: 1. After turning on the device and accessing the 10 control buttons located on the edge, select the corresponding mode using the mode selection button below. Control button 5, as indicated on the model, indicates that pressing it will light up device 1, and power button 9 will control the overall model and display screen 4. To use all the model's functions, power button 9 and all ten control buttons 5 must be pressed.
[0035] 2. Learning Mode After the student selects the learning mode, if none of the 10 control buttons 3 are pressed, the initial state display screen 4 shows a basic problem logic diagram, presented in the form of: Figure 5 As shown, the order of the ten fundamental questions is correct.
[0036] After pressing control button 3, the screen displays the content of the corresponding basic questions for students to learn. The content of the basic questions is shown in Table 2.
[0037]
[0038] After entering learning mode, the student presses control button 3, display screen 4 shows the content corresponding to the concept, and light strip 6 lights up 1 / 10, such as... Figure 7 As shown.
[0039] Students press control button 3 clockwise in sequence to begin learning. The learning process is as follows: Figure 8 As shown. LED strip 6 lights up sequentially, and all of them light up after the ten basic questions have been learned.
[0040] 3. After completing the tenth basic question, “Boundaries,” students can return to the initial standby screen and press the mode selection key 7 again to learn the ten basic questions in the order described above. There is a return button 7 in the lower right corner of the display screen 4 and at the bottom of the device to return to the initial standby screen.
[0041] 4. There are answer and sorting selection buttons at the bottom. Students can make their selections and then start the test.
[0042] The score is displayed in the upper right corner of the screen. There are ten questions in the answer mode and ten sorting modes. The scoring rules are as follows: the maximum score for the answer mode is 100, the maximum score for the sorting mode is 100, and the total score is calculated as follows: the score for the answer mode is 50% + the score for the sorting mode is 50%.
[0043] 5. Answering Mode Display screen 4 shows ten questions that students need to select the correct answers to. Each correct answer is worth 10 points, and each incorrect answer is worth 0 points; the maximum score is 100 points. The student's score is displayed in the upper right corner of display screen 4. After completing the test, there is a back button in the lower right corner of the screen; pressing the back button will return to the initial standby screen.
[0044] Multiple choice questions From an accident prevention perspective, what is the subject of study in safety science? (B) A. Organizational Risks B. Organizational accidents C. Organizational security D. Damage to the organization From a risk management perspective, what is the purpose of safety science? (B) A. Accident prevention B. Reduce risk to below the organization's acceptable level. C. Implement organization-defined security D. Discovering the cause of the accident From a comprehensive perspective, what are the attributes of safety science? (C) A. Integration of arts and sciences, interdisciplinary studies, cross-industry analysis, and accident prevention B. Integration of Arts and Sciences, Interdisciplinary Studies, Cross-Industry Focus, Risk Management C. Integration of arts and sciences, interdisciplinary collaboration, cross-industry coverage, and security assurance. D. Primarily based on natural science methods What does the accident prevention perspective include? (B) A. Hazard identification B. Identifying the causes of accidents, developing preventative measures, and their methodologies. C. Methodology for achieving security D. Risk Assessment What are the methods used in safety science from a risk management perspective? (D) A. Social Science Methods B. Natural Science Methods C. Systems Science Methods D. All of the above According to the axioms of accident prevention, which of the following is correct? (A) A. Every accident has a cause. B. Minor accidents can be ignored. C. The risk can be completely eliminated. D. Accidents are unpredictable. What is the definition of safety science from a comprehensive and general perspective? (C) A. A structured knowledge system regarding the correct understanding of accidents and methods for accident prevention. B. A structured knowledge system regarding the correct understanding of risk and methods to reduce risk. C. A structured knowledge system regarding the correct understanding of security and the means to achieve security. D. A structured knowledge system regarding the correct understanding of damage and methods to avoid damage. What is the scope of research from a risk management perspective? (A) A. Organization B. Individual behavior C. Natural Environment D. Social Culture What are the disciplinary attributes of the accident prevention perspective? (A) A. Integration of arts and sciences, interdisciplinary studies, cross-industry analysis, and accident prevention B. Integration of Arts and Sciences, Interdisciplinary Studies, Cross-Industry Focus, Risk Management C. Integration of arts and sciences, interdisciplinary collaboration, cross-industry coverage, and security assurance. D. Only natural science methods What are the boundaries of safety science from a comprehensive and generalized perspective? (C) A. Research aimed at accident prevention B. Research aimed at reducing security risks C. Research aimed at achieving security D. Research aimed at damage control True or False From an accident prevention perspective, safety science studies organizational risks. (×) The risk management perspective includes hazard identification, risk assessment, and methodologies for risk reduction. (√) A general overview perspective suggests that safety science only involves natural science methods. (×) One of the axioms of an accident prevention perspective is that "small accidents can accumulate into big accidents." (√) From a risk management perspective, the purpose of safety science is to prevent incidents as defined by the organization. (×) The boundary of a comprehensive perspective is research aimed at achieving security. (√) The methodology of an accident prevention perspective only includes social science methods. (×) The attributes of a risk management perspective include integration of arts and sciences, interdisciplinary nature, and cross-industry scope. (√) The definition of safety science from an accident prevention perspective mentions "means to achieve safety." (×) The scope of research from a comprehensive, generalized perspective is limited to individual behavior. (×) Multiple choice questions What does an accident prevention perspective include? (Multiple choice) (AB) A. Discovering the cause of the accident B. Develop preventative measures C. Hazard identification D. Risk Assessment What are the methods from a risk management perspective? (Multiple choice) (ABC) A. Social Science Methods B. Natural Science Methods C. Systems Science Methods D. Mathematical methods What are the axioms of a comprehensive perspective? (Multiple choice) (ABC) A. Every accident has a cause. B. Minor accidents can accumulate into major accidents. C. Any accident that can happen will eventually happen. D. The risk can be completely eliminated. What are the attributes of safety science? (Multiple choice) (ABC) A. Arts and Sciences Combined B. Interdisciplinary studies C. Industry cross-sectional D. Natural Sciences Only What does a risk management perspective include? (Multiple choice) (AB) A. A correct understanding of risk B. Risk reduction measures C. Security Measures D. Accident prevention measures What are some methods for summarizing perspectives? (Multiple choice) (ABC) A. Social Science Methods B. Natural Science Methods C. Systems Science Methods D. Experimental methods What are the axioms of an accident prevention perspective? (Multiple choice) (ABC) A. Every accident has a cause. B. Minor accidents can accumulate into major accidents. C. Any accident that can happen will eventually happen. D. Accidents are unpredictable. 6. Sorting Mode After the student selects a sorting mode, display screen 4 controls ten display screens 1 to display ten basic problems in random order, such as... Figure 10 As shown, Figure 9 This displays the ten basic questions in the correct order when in learning mode.
[0045] In sorting mode, students need to press the correct sequence of buttons on a randomized basis. Pressing the correct button 3 corresponds to a green light strip on display device 1, which scores 10 points, allowing students to continue to the next basic question. Pressing the wrong button 3 results in a red light strip on display device 1, allowing students to continue to the next basic question until all sorting questions are completed. The score is displayed in the upper right corner of display screen 4. After sorting, the screen displays the student's score and a record button. Students can press the record button to view their answer history. The sorting process is as follows: Figure 11 As shown. During the sorting problem, light strip 2 remains constantly lit after a correct or incorrect answer. The sorting ends after ten sorts are completed; correctly sorting n sequences scores 10n. The test does not terminate if a wrong answer is given; it only terminates after all sorts are completed. A correct answer results in light strip 2 turning green, displaying a correct feedback image on screen 4, and emitting a correct sound effect. An incorrect answer results in a red light, an incorrect image, and an incorrect sound effect. The test terminates only after all sequences are completed. The randomized order presented each time a sorting mode is selected is not necessarily the same; only one order is shown in the image.
[0046] The above description is merely a preferred embodiment of the present invention, but the scope of protection of the present invention is not limited thereto. Any variations or substitutions that can be easily conceived by those skilled in the art within the scope of the technology disclosed in the present invention should be included within the scope of protection of the present invention. Therefore, the scope of protection of the present invention should be determined by the scope of the claims. The information disclosed in the background section is intended only to enhance the understanding of the overall background technology of the present invention and should not be construed as an admission or implication in any way that such information constitutes prior art known to those skilled in the art.
Claims
1. A learning device for fundamental problems in safety science, characterized in that, The device is generally disc-shaped, with a display screen (4) in the middle and multiple display devices (1) evenly distributed around the edges. Each display device (1) corresponds to a control key - computer (5). Each display device (1) has a light strip (2) facing the display screen (4), and a control button (3) corresponding to the display device (1) is provided at the inner end of the light strip (2). A light strip (6) is provided on one side corresponding to each control button (3). The lower part of the device is equipped with a mode selection key (7), a return key (8), and a power supply (9).
2. The learning device for fundamental problems in safety science according to claim 1, characterized in that, Multiple light strips (6) form a circle.
3. The learning device for fundamental problems in safety science according to claim 1, characterized in that, The light strip (2) includes light strips of two colors: green and red.
4. The learning device for fundamental problems in safety science according to claim 1, characterized in that, Ten display devices are evenly distributed along the edge (1).
5. The learning device for fundamental problems in safety science according to claim 2, characterized in that, The device is generally a disc with a diameter of 116cm. The display device (1) is a circle with a diameter of 12cm. The first light strip 2 is 7cm long. The control button (3) is a circle with a diameter of 6cm. The circle composed of multiple second light strips (6) has a diameter of 60cm. The display screen (4) is 34cm long and 19cm wide.
6. The learning device for fundamental problems in safety science according to claim 1, characterized in that, The device is mounted on the wall.
7. A method for learning fundamental problems of safety science using a learning device according to any one of claims 1 to 6, characterized in that, Including learning steps: Step 1. Turn on the device power (9) and the ten control keys - computer (5), the display screen (4) displays the standby interface, and the display device (1) displays the ten basic questions in sequence; Step 2. Press the mode selection key (7) to select different modes; Step 2-1. Select learning mode: After the student selects the learning mode, if none of the ten control buttons (3) are pressed, the initial state display screen (4) displays the basic problem logic diagram, and the order of the ten basic problems is correct; After pressing the control button (3), the display screen (4) shows the content of the basic question corresponding to the control button (3) for students to learn. At the same time, the second light strip (6) on one side of the control button (3) lights up. Students press the ten control buttons (3) in sequence to learn. The light strips (6) on one side of the ten control buttons (3) light up in sequence. After learning the ten basic definitions, all ten light strips (6) light up. After learning, press the return key (8) to return to the initial standby screen, and press the learning key (7) again to learn the corresponding part again by following the above steps; Step 2-2. Select the answer mode: After selecting the answer mode, the display screen (4) shows the initial interface diagram of the answer mode and the test begins. The score is displayed in the upper right corner of the display screen (4). The quiz includes multiple-choice, true / false, and multiple-answer questions on basic safety science issues. Students need to select the correct answers. There are a total of ten questions randomly selected from the question bank. Steps 2-3. Select the sorting mode: This includes the question of the correct order of fundamental questions in safety science.
8. The method for learning fundamental problems in safety science according to claim 7, characterized in that, In step 2-1, the corresponding content of the basic questions is shown in Table 2 below:
9. The method for learning fundamental problems in safety science according to claim 7, characterized in that, In step 2-2: Multiple choice questions (answer format): From the perspective of accident prevention, what is the research object of safety science? A. Organizational Risks B. Organizational accidents C. Organizational security D. Damage to the organization; From a risk management perspective, what is the purpose of safety science? A. Accident prevention B. Reduce risk to below the organization's acceptable level. C. Implement organization-defined security D. Discover the cause of the accident; From a comprehensive perspective, what are the attributes of safety science? A. Integration of arts and sciences, interdisciplinary studies, cross-industry analysis, and accident prevention B. Integration of Arts and Sciences, Interdisciplinary Studies, Cross-Industry Focus, Risk Management C. Integration of arts and sciences, interdisciplinary collaboration, cross-industry coverage, and security assurance. D. Primarily based on natural science methods; What does the accident prevention perspective include? A. Hazard identification B. Identifying the causes of accidents, developing preventative measures, and their methodologies. C. Methodology for achieving security D. Risk assessment; What are the methods of safety science from a risk management perspective? A. Social Science Methods B. Natural Science Methods C. Systems Science Methods D. All of the above; According to the axioms of the accident prevention perspective, which of the following is correct? A. Every accident has a cause. B. Minor accidents can be ignored. C. The risk can be completely eliminated. D. Accidents are unpredictable; What is the definition of safety science from a comprehensive and general perspective? A. A structured knowledge system regarding the correct understanding of accidents and methods for accident prevention. B. A structured knowledge system regarding the correct understanding of risk and methods to reduce risk. C. A structured knowledge system regarding the correct understanding of security and the means to achieve security. D. A structured knowledge system regarding the correct understanding of damage and methods to avoid damage; What is the scope of research from a risk management perspective? A. Organization B. Individual behavior C. Natural Environment D. Social culture; What are the disciplinary attributes of the accident prevention perspective? A. Integration of arts and sciences, interdisciplinary studies, cross-industry analysis, and accident prevention B. Integration of Arts and Sciences, Interdisciplinary Studies, Cross-Industry Focus, Risk Management C. Integration of arts and sciences, interdisciplinary collaboration, cross-industry coverage, and security assurance. D. Only natural science methods; What are the boundaries of safety science from a comprehensive and general perspective? A. Research aimed at accident prevention B. Research aimed at reducing security risks C. Research aimed at achieving security D. Research aimed at damage control; True / False questions with answer format: From the perspective of accident prevention, the research object of safety science is the risk of an organization; The content from a risk management perspective includes hazard identification, risk assessment, and methodologies for risk reduction; A comprehensive overview perspective suggests that safety science involves only natural science methods; One of the axioms of the accident prevention perspective is that "small accidents can accumulate into big accidents"; From a risk management perspective, the purpose of safety science is to prevent incidents as defined by the organization. The boundary of a comprehensive and generalized perspective is research aimed at achieving security; The methodology of accident prevention perspective only includes social science methods; The attributes of a risk management perspective include integration of arts and sciences, interdisciplinary collaboration, and cross-industry scope; Safety science, in its definition from an accident prevention perspective, mentions "means to achieve safety"; The scope of research from a comprehensive and generalized perspective is limited to individual behavior; Multiple choice questions in answer format: What does the accident prevention perspective include? A. Discovering the cause of the accident B. Develop preventative measures C. Hazard identification D. Risk assessment; What are the methods from a risk management perspective? A. Social Science Methods B. Natural Science Methods C. Systems Science Methods D. Mathematical methods What are the axioms of a comprehensive and generalized perspective? A. Every accident has a cause. B. Minor accidents can accumulate into major accidents. C. Any accident that can happen will eventually happen. D. The risk can be completely eliminated; What are the attributes of safety science? A. Arts and Sciences Combined B. Interdisciplinary studies C. Industry cross-sectional D. Limited to natural sciences; What does the definition of a risk management perspective include? A. A correct understanding of risk B. Risk reduction measures C. Security Measures D. Accident prevention measures; What are some methods for summarizing and generalizing perspectives? A. Social Science Methods B. Natural Science Methods C. Systems Science Methods D. Experimental methods; What are the axioms from an accident prevention perspective? A. Every accident has a cause. B. Minor accidents can accumulate into major accidents. C. Any accident that can happen will eventually happen. D. Accidents are unpredictable.
10. The method for learning fundamental problems in safety science according to claim 7, characterized in that, In steps 2-3: After the student selects the sorting mode, the display screen (4) controls ten display devices (1) to display ten basic questions in random order. The student needs to press the correct order based on the random order. Press the correct control button (3), and the corresponding light strip (2) on the display device (1) will light up green. Continue to select the next basic question. If the wrong control button (3) is pressed, the corresponding light strip (2) on the display device (1) will light up red; At the end of the test, the student's final score is displayed in the upper right corner of the display screen (4).