Self-adaptive oral calculation speed setting question setting method, device and equipment and storage medium

Abstract

The invention discloses a self-adaptive oral calculation speed setting question setting method, device and equipment and a storage medium, and relates to the technical field of learning machines. The method comprises the following steps: firstly, extracting similar oral calculation questions corresponding to a first oral calculation question and historical answering time consumption from oral calculation practice historical data of a target student, and then according to the historical answering time consumption and standard answering time consumption of the similar oral calculation questions and the standard answering time consumption of the first oral calculation question, obtaining the target student oral calculation practice data; the method comprises the following steps: calculating estimated answering time consumption of a first oral calculation question in the oral calculation practice, then immediately starting a timer after pushing the first oral calculation question to a target student, and finally immediately pushing a second oral calculation question to the target student after a timing value reaches the estimated answering time consumption. Therefore, oral calculation question setting can be performed at a proper speed according to personalized learning feature data such as the ability level and oral calculation speed of the student, so that the student can enter an oral calculation practice state more quickly, and the oral calculation training effect is improved.

Description

Technical Field

[0001] This invention belongs to the field of learning machine technology, specifically relating to an adaptive mental arithmetic speed-matching question generation method, device, equipment, and storage medium. Background Technology

[0002] In this new era that places increasing emphasis on education, mental arithmetic training plays a vital role in mathematics teaching. Even in today's high-tech world, mental arithmetic remains widely used in daily life; it forms the foundation of written calculation. Without proficiency in mental arithmetic, the results of written calculations or estimations will be unsatisfactory. To quickly and effectively improve children's mental arithmetic abilities, learning machines and mobile apps have emerged to achieve the goal of mental arithmetic training. However, in the process of using these electronic devices to generate mental arithmetic questions, the ability to intelligently generate questions is paramount, as it directly impacts the overall learning outcome.

[0003] Currently, mental arithmetic training has speed requirements; for students, calculating too slowly is equivalent to not knowing how. However, if the questions are presented too quickly during training (i.e., moving on to the next question before finishing the first), students will constantly worry about not finishing, making it difficult to concentrate on mental arithmetic practice. This results in poor training effectiveness, easily leading to a loss of confidence, a sense of awe towards mental arithmetic training, and ultimately, abandonment of mental arithmetic training. Therefore, how to present mental arithmetic questions at an appropriate speed based on students' ability levels and personalized learning characteristics such as mental arithmetic speed, enabling students to enter a mental arithmetic practice state more quickly and thus improving the effectiveness of mental arithmetic training, is a topic that urgently needs to be researched by those skilled in the art. Summary of the Invention

[0004] The purpose of this invention is to provide an adaptive mental arithmetic speed-based question generation method, device, computer equipment, and computer-readable storage medium to solve the problem that existing mental arithmetic question generation methods are prone to causing students to lose confidence in mental arithmetic practice due to inappropriate question generation speed, thereby affecting the effectiveness of mental arithmetic training.

[0005] To achieve the above objectives, the present invention adopts the following technical solution:

[0006] Firstly, an adaptive mental arithmetic speed-based question generation method is provided, including:

[0007] The system obtains the target student's mental arithmetic practice history data and the first and second mental arithmetic questions to be pushed to the target student in sequence. The mental arithmetic practice history data package contains the historical mental arithmetic questions and historical answering time recorded in each of the target student's mental arithmetic practice sessions.

[0008] Extract at least one first-type mental arithmetic problem and the historical answer time of the at least one first-type mental arithmetic problem from the historical data of mental arithmetic practice, wherein the first-type mental arithmetic problem refers to the historical mental arithmetic problem with the same difficulty as the first mental arithmetic problem.

[0009] Based on the historical answering time of the at least one first-type mental arithmetic problem and the standard answering time of the at least one first-type mental arithmetic problem, the ratio of the average historical answering time of the at least one first-type mental arithmetic problem to the average standard answering time of the at least one first-type mental arithmetic problem is used as the personal answering time adjustment coefficient for the target student.

[0010] The standard answering time for the first mental arithmetic question is multiplied by the individual answering time adjustment coefficient to obtain the first estimated answering time for the target student in this mental arithmetic practice of the first mental arithmetic question;

[0011] After the first mental arithmetic problem is sent to the target student, the timer is started immediately;

[0012] Once the timer reaches the first estimated response time, the second mental arithmetic question is immediately sent to the target student.

[0013] Based on the above-mentioned invention, a mental arithmetic question-setting pacing scheme is provided, which is based on historical mental arithmetic practice data and the standard answering time of mental arithmetic questions. First, similar mental arithmetic questions and their historical answering times are extracted from the target student's historical mental arithmetic practice data. Then, based on the historical and standard answering times of the similar mental arithmetic questions and the standard answering time of the first mental arithmetic question, the estimated answering time of the first mental arithmetic question in the current practice is calculated. After the first mental arithmetic question is pushed to the target student, a timer is immediately started. Finally, after the timer reaches the estimated answering time, a second mental arithmetic question is immediately pushed to the target student. In this way, mental arithmetic questions can be set at an appropriate speed according to the student's ability level and personalized learning characteristics such as mental arithmetic speed, enabling students to enter a mental arithmetic practice state more quickly, thereby improving the effectiveness of mental arithmetic training and facilitating practical application and promotion.

[0014] In one possible design, based on the historical response time and the standard response time of the at least one first-type mental arithmetic problem, the ratio of the average historical response time to the average standard response time of the at least one first-type mental arithmetic problem is used as the individual response time adjustment coefficient for the target student, including:

[0015] For each of the first type of mental arithmetic problems in the at least one type of mental arithmetic problem, select the historical answer time recorded when the most recent correct answer was made from at least one historical answer time recorded when the target student answered the corresponding problem in the mental arithmetic practice as the corresponding first available historical answer time;

[0016] Calculate the average historical response time of all the first available historical responses to obtain the average historical response time of the at least one first type of mental arithmetic question;

[0017] Calculate the average standard answering time for the at least one first-type mental arithmetic problem to obtain the average standard answering time for the at least one first-type mental arithmetic problem;

[0018] Calculate the ratio of the average historical response time of the at least one first-type mental arithmetic problem to the average standard response time of the at least one first-type mental arithmetic problem, and obtain the individual response time adjustment coefficient of the target student.

[0019] In one possible design, the method further includes, prior to calculating the average standard response time for the at least one first-class mental arithmetic problem:

[0020] For each of the first type of mental arithmetic problems in the at least one type of mental arithmetic problem, the corresponding problem is decomposed into at least one basic formula, and the corresponding standard answering time is obtained by combining the preset standard answering time of each basic formula in the at least one basic formula.

[0021] In one possible design, the method further includes, prior to calculating the average standard response time for the at least one first-class mental arithmetic problem:

[0022] For each of the first type of mental arithmetic problems in the at least one type of mental arithmetic problem, the historical answering time recorded when the student answered the corresponding problem correctly in the most recent time is selected from the historical data of all students' mental arithmetic practice as the corresponding second available historical answering time, and the average value of all the second available historical answering times is calculated to obtain the corresponding standard answering time.

[0023] In one possible design, after obtaining the estimated time taken by the target student to answer the first mental arithmetic question in this mental arithmetic practice, the method further includes:

[0024] Extract multiple historical mental arithmetic questions and multiple historical answer times from the historical mental arithmetic practice data, wherein the multiple historical mental arithmetic questions and the multiple historical answer times correspond one-to-one;

[0025] For each historical mental arithmetic problem among the multiple historical mental arithmetic problems, at least one second-type mental arithmetic problem and its historical answering time are first extracted from the historical mental arithmetic practice data. Then, based on the historical answering time and the standard answering time of the at least one second-type mental arithmetic problem, the ratio of the average historical answering time of the at least one second-type mental arithmetic problem to the average standard answering time of the at least one second-type mental arithmetic problem is multiplied by the standard answering time of the corresponding problem to obtain the second estimated answering time of the corresponding problem in the target student's mental arithmetic practice. Here, the second-type mental arithmetic problem refers to the historical mental arithmetic problem with the same difficulty as the corresponding problem.

[0026] Based on the multiple historical answer times and the multiple second estimated answer times corresponding one-to-one with the multiple historical mental arithmetic questions, the first estimated answer time is corrected through regression analysis to obtain a new first estimated answer time.

[0027] In one possible design, based on the multiple historical response times and the multiple second estimated response times corresponding one-to-one with the multiple historical mental arithmetic questions, the first estimated response time is corrected through regression analysis to obtain a new first estimated response time, including:

[0028] For each historical mental arithmetic problem among the plurality of historical mental arithmetic problems, the difference between the corresponding historical answer time and the corresponding second estimated answer time is taken as the corresponding estimation deviation;

[0029] Based on the multiple estimation deviations that correspond one-to-one with the multiple historical mental arithmetic problems, the average value of the estimation deviations is statistically obtained.

[0030] The first estimated response time and the average of the estimated deviations are added together to obtain the corrected and new first estimated response time.

[0031] In one possible design, the first mental arithmetic problem is pushed to the target student, including:

[0032] The first mental arithmetic problem and the first estimated answer time are pushed to the target student so that when the first mental arithmetic problem is shown to the target student, the first estimated answer time is also dynamically displayed in the form of a countdown.

[0033] Secondly, an adaptive mental arithmetic speed-matching question generation device is provided, which includes a source data acquisition module, a similar question extraction module, an adjustment coefficient calculation module, a response time estimation module, a timing start module, and a mental arithmetic question push module that are connected in sequence.

[0034] The source data acquisition module is used to acquire the target student's mental arithmetic practice history data and the first and second mental arithmetic questions to be pushed to the target student in sequence. The mental arithmetic practice history data package contains the historical mental arithmetic questions and historical answering time recorded in each mental arithmetic practice session of the target student.

[0035] The similar question extraction module is used to extract at least one first similar mental arithmetic question and the historical answering time of the at least one first similar mental arithmetic question from the historical data of mental arithmetic practice. The first similar mental arithmetic question refers to the historical mental arithmetic question that has the same difficulty as the first mental arithmetic question.

[0036] The adjustment coefficient calculation module is used to use the ratio of the average historical answering time of the at least one first-type mental arithmetic problem to the average standard answering time of the at least one first-type mental arithmetic problem as the personal answering time adjustment coefficient of the target student, based on the historical answering time of the at least one first-type mental arithmetic problem and the standard answering time of the at least one first-type mental arithmetic problem.

[0037] The answering time estimation module is used to multiply the standard answering time of the first mental arithmetic question and the individual answering time adjustment coefficient to obtain the first estimated answering time of the first mental arithmetic question for the target student in this mental arithmetic practice.

[0038] The timing start module is used to start the timer immediately after the first mental arithmetic question is pushed to the target student;

[0039] The mental arithmetic question push module is also communicatively connected to the source data acquisition module, and is used to immediately push the second mental arithmetic question to the target student after the timer reaches the first estimated answering time.

[0040] Thirdly, the present invention provides a computer device comprising a memory, a processor, and a transceiver connected in sequence for communication, wherein the memory is used to store a computer program, the transceiver is used to send and receive messages, and the processor is used to read the computer program and execute the adaptive mental arithmetic speed-matching question generation method as described in the first aspect or any possible design in the first aspect.

[0041] Fourthly, the present invention provides a computer-readable storage medium storing instructions that, when executed on a computer, perform the adaptive mental arithmetic speed-matching question generation method as described in the first aspect or any possible design in the first aspect.

[0042] Fifthly, the present invention provides a computer program product containing instructions that, when the instructions are executed on a computer, cause the computer to perform the adaptive mental arithmetic speed-matching question generation method as described in the first aspect or any possible design in the first aspect.

[0043] The beneficial effects of the above scheme are:

[0044] (1) This invention creatively provides a mental arithmetic question-setting speed scheme based on historical data of mental arithmetic practice and standard answering time of mental arithmetic questions. That is, firstly, extract the same type of mental arithmetic questions and historical answering time corresponding to the first mental arithmetic question from the target student's historical mental arithmetic practice data. Then, calculate the estimated answering time of the first mental arithmetic question in this mental arithmetic practice based on the historical answering time and standard answering time of the same type of mental arithmetic questions and the standard answering time of the first mental arithmetic question. Then, after pushing the first mental arithmetic question to the target student, immediately start the timer. Finally, after the timer value reaches the estimated answering time, immediately push the second mental arithmetic question to the target student. In this way, mental arithmetic questions can be set at an appropriate speed according to the student's ability level and personalized learning characteristics such as mental arithmetic speed, so that the student can enter the mental arithmetic practice state more quickly, thereby improving the mental arithmetic training effect and facilitating practical application and promotion. Attached Figure Description

[0045] To more clearly illustrate the technical solutions in the embodiments of the present invention or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the present invention. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0046] Figure 1 This is a flowchart illustrating the adaptive mental arithmetic speed-based question generation method provided in an embodiment of this application.

[0047] Figure 2 This is a schematic diagram of the adaptive mental arithmetic speed-matching question generation device provided in an embodiment of this application.

[0048] Figure 3 A schematic diagram of the structure of a computer device provided in an embodiment of this application. Detailed Implementation

[0049] To more clearly illustrate the technical solutions in the embodiments of the present invention or the prior art, the present invention will be briefly introduced below in conjunction with the accompanying drawings and descriptions of the embodiments or the prior art. Obviously, the following description of the structure of the accompanying drawings is only some embodiments of the present invention. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort. It should be noted that the description of these embodiments is for the purpose of helping to understand the present invention, but does not constitute a limitation of the present invention.

[0050] It should be understood that although the terms "first" and "second", etc., may be used herein to describe various objects, these objects should not be limited by these terms. These terms are only used to distinguish one object from another. For example, the first object may be referred to as the second object, and similarly, the second object may be referred to as the first object, without departing from the scope of the exemplary embodiments of the invention.

[0051] It should be understood that the term "and / or" that may appear in this document is merely a description of the relationship between related objects, indicating that three relationships can exist. For example, A and / or B can mean: A exists alone, B exists alone, or A and B exist simultaneously. Another example is A, B and / or C, which can mean that any one of A, B, and C or any combination thereof exists. The term " / and" that may appear in this document describes another relationship between related objects, indicating that two relationships can exist. For example, A / and B can mean: A exists alone or A and B exist simultaneously. In addition, the character " / " that may appear in this document generally indicates that the related objects before and after it are in an "or" relationship.

[0052] Example:

[0053] like Figure 1 As shown, the adaptive mental arithmetic speed-matching question generation method provided in the first aspect of this embodiment can be executed, but is not limited to, by a computer device with certain computing resources, such as a platform server, a learning machine, a personal computer (PC, referring to a multi-purpose computer of a size, price, and performance suitable for personal use; desktop computers, laptops, mini-laptops, tablets, and ultrabooks all belong to personal computers), a smartphone, a personal digital assistant (PDA), or a wearable device, etc. Figure 1 As shown, the adaptive mental arithmetic speed-based question generation method may include, but is not limited to, the following steps S1 to S6.

[0054] S1. Obtain the target student's mental arithmetic practice history data and the first and second mental arithmetic questions to be pushed to the target student in sequence. The mental arithmetic practice history data includes, but is not limited to, the historical mental arithmetic questions and historical answering time recorded in each mental arithmetic practice session of the target student.

[0055] In step S1, the historical mental arithmetic problems and the historical answering time of the target student in each mental arithmetic practice session can be conventionally recorded. For example, after a mental arithmetic problem is pushed and a corresponding answer is obtained, the mental arithmetic problem can be recorded as a historical mental arithmetic problem, and the time from the time the mental arithmetic problem is pushed to the time the answer is completed can be recorded as a historical answering time. Preferably, the historical mental arithmetic practice data may also include, but is not limited to, the historical mental arithmetic answer verification results recorded in each mental arithmetic practice session of the target student: correct answer or incorrect answer. In addition, the first mental arithmetic problem and the second mental arithmetic problem may be, but is not limited to, a pair of adjacent mental arithmetic problems in the set of mental arithmetic problems to be pushed.

[0056] S2. Extract at least one first-type mental arithmetic problem and the historical answering time of the at least one first-type mental arithmetic problem from the historical data of mental arithmetic practice, wherein the first-type mental arithmetic problem refers to the historical mental arithmetic problem that has the same difficulty as the first mental arithmetic problem.

[0057] In step S2, for example, if addition within 100 is divided into three difficulty levels: "two-digit + two-digit", "one-digit + two-digit", and "one-digit + one-digit", and the first mental arithmetic problem is specifically "35 + 27 = ?", and the historical mental arithmetic practice data includes the following historical mental arithmetic problems: "3 + 2 = ?", "5 + 7 = ?", "3 + 12 = ?", and "17 + 38 = ?", then "17 + 38 = ?" can be used as the first type of mental arithmetic problem. Furthermore, considering that the target student may practice the same historical mental arithmetic problem multiple times, the correspondence between the first type of mental arithmetic problem and the historical response time can be a one-to-one relationship or a one-to-many relationship.

[0058] S3. Based on the historical answering time of the at least one first-type mental arithmetic problem and the standard answering time of the at least one first-type mental arithmetic problem, the ratio of the average historical answering time of the at least one first-type mental arithmetic problem to the average standard answering time of the at least one first-type mental arithmetic problem is used as the personal answering time adjustment coefficient for the target student.

[0059] In step S3, the standard answering time is used as a suggested time for answering mental arithmetic questions for all students (i.e., it corresponds one-to-one with the mental arithmetic questions). It can be predefined based on the experience of educational experts, or it can be automatically set comprehensively based on the historical answering times recorded by all students when answering corresponding questions. Considering that the correspondence between the first type of mental arithmetic question and the historical answering time is one-to-many, early answering time and incorrect answering time cannot accurately reflect the current mental arithmetic ability level of the target student. Therefore, in order to accurately obtain the target student's current personal answering time adjustment coefficient, preferably, based on the historical answering time of at least one first type of mental arithmetic question and the standard answering time of at least one first type of mental arithmetic question, the ratio of the average historical answering time of at least one first type of mental arithmetic question to the average standard answering time of at least one first type of mental arithmetic question is used as the target student's personal answering time adjustment coefficient, including but not limited to the following steps S31 to S34.

[0060] S31. For each of the first type of mental arithmetic problems in the at least one type of mental arithmetic problem, select the historical answer time recorded when the most recent correct answer was made from at least one historical answer time recorded when the target student answered the corresponding problem in the mental arithmetic practice as the corresponding first available historical answer time.

[0061] In step S31, for example, when the first type of mental arithmetic problem is "17+38=?", if the target student answers the problem correctly on August 1st and takes 3 seconds, answers the problem correctly on August 15th and takes 2 seconds, and answers the problem incorrectly on August 27th and takes 1 second, then 2 seconds can be used as the first available historical answering time.

[0062] S32. Calculate the average historical response time of all the first available historical responses to obtain the average historical response time of the at least one first type of mental arithmetic question.

[0063] S33. Calculate the average standard answering time of the at least one first-type mental arithmetic problem to obtain the average standard answering time of the at least one first-type mental arithmetic problem.

[0064] In step S33, a mental arithmetic problem is considered to be a comprehensive formula composed of at least one basic formula. The standard time for answering the basic formula can be predefined based on the experience of educational experts. Therefore, the standard time for answering the comprehensive formula can also be obtained based on the standard time for answering the at least one basic formula. Specifically, before calculating the average standard time for answering the at least one first-type mental arithmetic problem, the method includes, but is not limited to: for each first-type mental arithmetic problem in the at least one first-type mental arithmetic problem, decompose the corresponding problem into at least one corresponding basic formula, and obtain the corresponding standard time for answering the problem based on the preset standard time for answering the basic formula in the at least one basic formula. For example, when the first type of mental arithmetic problem is "17+38=?", it can be broken down into the following three basic equations: "7+8=?", "1+3=?", and "4+1=?". Their preset standard answer times are 2 seconds, 1 second, and 1 second, respectively. Based on these times, the sum (i.e., a specific but not limited to comprehensive method) result can be used as the standard answer time (i.e., 4 seconds) for the first type of mental arithmetic problem. Furthermore, considering that early answer time and incorrect answer time cannot accurately reflect the current mental arithmetic ability level of all students, in order to accurately and automatically set the standard answer time for each first-type mental arithmetic question based on the historical answer time recorded by all students when answering the corresponding question, preferably, before calculating the average standard answer time of the at least one first-type mental arithmetic question, the method further includes, but is not limited to: for each first-type mental arithmetic question in the at least one first-type mental arithmetic question, selecting the historical answer time recorded when the student answered the corresponding question correctly in the most recent time from the mental arithmetic practice history data of all students as the corresponding second-use historical answer time, and calculating the average of all second-use historical answer times to obtain the corresponding standard answer time.

[0065] S34. Calculate the ratio of the average historical answering time of the at least one first-type mental arithmetic problem to the average standard answering time of the at least one first-type mental arithmetic problem, and obtain the personal answering time adjustment coefficient of the target student.

[0066] S4. Multiply the standard answering time of the first mental arithmetic question by the individual answering time adjustment coefficient to obtain the first estimated answering time of the target student for the first mental arithmetic question in this mental arithmetic practice.

[0067] In step S4, the standard answering time for the first mental arithmetic question can be predefined based on the experience of educational experts, or it can be automatically set comprehensively based on the historical answering times recorded by all students when answering the corresponding questions. If the first type of mental arithmetic question cannot be extracted from the historical data of mental arithmetic practice, the personal answering time adjustment coefficient of the target student can be set to 1 by default, and then the mental arithmetic question setting speed can be adjusted through subsequent steps. Considering that environmental factors such as recent network and personal emotions may also affect the current mental arithmetic ability of the target student, it is necessary to dynamically correct the first estimated answering time based on the impact of these recent environmental factors. That is, preferably, after obtaining the first estimated answering time of the first mental arithmetic question of the target student in this mental arithmetic practice, the method also includes, but is not limited to, the following steps S501 to S503.

[0068] S501. Extract multiple historical mental arithmetic questions and multiple historical answer times from the historical mental arithmetic practice data, wherein the multiple historical mental arithmetic questions and the multiple historical answer times correspond one-to-one.

[0069] In step S501, for example, the multiple historical mental arithmetic questions and the multiple historical answer times for today's mental arithmetic practice can be extracted from the historical mental arithmetic practice data.

[0070] S502. For each historical mental arithmetic problem among the plurality of historical mental arithmetic problems, firstly, at least one second type of mental arithmetic problem and the historical answering time of the at least one second type of mental arithmetic problem are extracted from the historical mental arithmetic practice data. Then, based on the historical answering time of the at least one second type of mental arithmetic problem and the standard answering time of the at least one second type of mental arithmetic problem, the ratio of the average historical answering time of the at least one second type of mental arithmetic problem to the average standard answering time of the at least one second type of mental arithmetic problem is multiplied by the standard answering time of the corresponding problem to obtain the second estimated answering time of the corresponding problem in the target student's mental arithmetic practice. The second type of mental arithmetic problem refers to the historical mental arithmetic problem that has the same difficulty as the corresponding problem.

[0071] In step S502, the specific details of obtaining the second estimated response time can be referred to in the aforementioned steps S2 to S4, and will not be repeated here.

[0072] S503. Based on the multiple historical answer times and the multiple second estimated answer times corresponding one-to-one with the multiple historical mental arithmetic questions, the first estimated answer time is corrected through regression analysis to obtain a new first estimated answer time.

[0073] Step S503 specifically includes, but is not limited to: first, for each historical mental arithmetic problem among the plurality of historical mental arithmetic problems, the difference between the corresponding historical answer time and the corresponding second estimated answer time is taken as the corresponding estimation deviation; then, based on the plurality of estimation deviations corresponding one-to-one with the plurality of historical mental arithmetic problems, the average of the estimation deviations is statistically obtained; finally, the first estimated answer time and the average of the estimation deviations are added together to obtain the corrected and new first estimated answer time. Furthermore, the first estimated answer time can also be corrected based on other regression analysis methods such as dispersion and linear fitting algorithms.

[0074] S5. After pushing the first mental arithmetic question to the target student, immediately start the timer.

[0075] In step S5, in order to remind the target student of the remaining answering time in real time, preferably, the first mental arithmetic question is pushed to the target student, including but not limited to: pushing the first mental arithmetic question and the first estimated answering time to the target student, so that when the first mental arithmetic question is shown to the target student, the first estimated answering time is also dynamically displayed in the form of a countdown.

[0076] S6. After the timer reaches the first estimated response time, immediately push the second mental arithmetic question to the target student.

[0077] After step S6, if there is a third mental arithmetic question to be pushed after the second mental arithmetic question, the second mental arithmetic question can be used as the new first mental arithmetic question, and the third mental arithmetic question can be used as the new second mental arithmetic question. Then, the task of matching the mental arithmetic questions for the second mental arithmetic question and the third mental arithmetic question is completed sequentially through the aforementioned steps S1 to S6.

[0078] Therefore, based on the adaptive mental arithmetic pacing method described in steps S1 to S6 above, a mental arithmetic pacing scheme based on historical mental arithmetic practice data and standard answering time of mental arithmetic questions is provided. First, similar mental arithmetic questions and their historical answering times are extracted from the target student's historical mental arithmetic practice data. Then, based on the historical and standard answering times of these similar questions and the standard answering time of the first mental arithmetic question, the estimated answering time of the first mental arithmetic question in the current practice is calculated. After the first mental arithmetic question is pushed to the target student, a timer is immediately started. Finally, after the timer reaches the estimated answering time, the second mental arithmetic question is immediately pushed to the target student. In this way, mental arithmetic questions can be generated at an appropriate speed according to the student's ability level and personalized learning characteristics such as mental arithmetic speed, enabling students to enter a mental arithmetic practice state more quickly, thereby improving the effectiveness of mental arithmetic training and facilitating practical application and promotion.

[0079] like Figure 2 As shown, the second aspect of this embodiment provides a virtual device for implementing the adaptive mental arithmetic speed-based question generation method described in the first aspect, including a source data acquisition module, a similar question extraction module, an adjustment coefficient calculation module, an answer time estimation module, a timing start module, and a mental arithmetic question push module that are connected in sequence.

[0080] The source data acquisition module is used to acquire the target student's mental arithmetic practice history data and the first and second mental arithmetic questions to be pushed to the target student in sequence. The mental arithmetic practice history data package contains the historical mental arithmetic questions and historical answering time recorded in each mental arithmetic practice session of the target student.

[0081] The similar question extraction module is used to extract at least one first similar mental arithmetic question and the historical answering time of the at least one first similar mental arithmetic question from the historical data of mental arithmetic practice. The first similar mental arithmetic question refers to the historical mental arithmetic question that has the same difficulty as the first mental arithmetic question.

[0082] The adjustment coefficient calculation module is used to use the ratio of the average historical answering time of the at least one first-type mental arithmetic problem to the average standard answering time of the at least one first-type mental arithmetic problem as the personal answering time adjustment coefficient of the target student, based on the historical answering time of the at least one first-type mental arithmetic problem and the standard answering time of the at least one first-type mental arithmetic problem.

[0083] The answering time estimation module is used to multiply the standard answering time of the first mental arithmetic question and the individual answering time adjustment coefficient to obtain the first estimated answering time of the first mental arithmetic question for the target student in this mental arithmetic practice.

[0084] The timing start module is used to start the timer immediately after the first mental arithmetic question is pushed to the target student;

[0085] The mental arithmetic question push module is also communicatively connected to the source data acquisition module, and is used to immediately push the second mental arithmetic question to the target student after the timer reaches the first estimated answering time.

[0086] The working process, working details and technical effects of the aforementioned device provided in the second aspect of this embodiment can be found in the adaptive mental arithmetic pacing question generation method described in the first aspect, and will not be repeated here.

[0087] like Figure 3As shown, the third aspect of this embodiment provides a computer device for executing the adaptive mental arithmetic speed-matching question generation method as described in the first aspect. The device includes a memory, a processor, and a transceiver connected in sequence. The memory stores a computer program, the transceiver sends and receives messages, and the processor reads the computer program and executes the adaptive mental arithmetic speed-matching question generation method as described in the first aspect. Specifically, the memory may include, but is not limited to, random-access memory (RAM), read-only memory (ROM), flash memory, first-in-first-out (FIFO) memory, and / or first-in-last-out (FILO) memory, etc.; the processor may include, but is not limited to, a microprocessor of the STM32F105 series. Furthermore, the computer device may also include, but is not limited to, a power module, a display screen, and other necessary components.

[0088] The working process, working details and technical effects of the aforementioned computer device provided in the third aspect of this embodiment can be found in the adaptive mental arithmetic speed-matching question generation method described in the first aspect, and will not be repeated here.

[0089] This fourth aspect of the embodiment provides a computer-readable storage medium storing instructions comprising the adaptive mental arithmetic speed-matching question generation method as described in the first aspect. Specifically, the computer-readable storage medium stores instructions that, when executed on a computer, perform the adaptive mental arithmetic speed-matching question generation method as described in the first aspect. The computer-readable storage medium refers to a data storage medium, and may include, but is not limited to, floppy disks, optical disks, hard disks, flash memory, USB flash drives, and / or Memory Sticks. The computer may be a general-purpose computer, a special-purpose computer, a computer network, or other programmable devices.

[0090] The working process, working details and technical effects of the aforementioned computer-readable storage medium provided in the fourth aspect of this embodiment can be found in the adaptive mental arithmetic speed-matching question generation method described in the first aspect, and will not be repeated here.

[0091] This fifth aspect of the embodiment provides a computer program product containing instructions that, when executed on a computer, cause the computer to perform the adaptive mental arithmetic speed-matching question generation method as described in the first aspect. The computer may be a general-purpose computer, a special-purpose computer, a computer network, or other programmable device.

[0092] Finally, it should be noted that the above description is merely a preferred embodiment of the present invention and is not intended to limit the scope of protection of the present invention. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of the present invention should be included within the scope of protection of the present invention.

Claims

1. An adaptive mental arithmetic speed-based question generation method, characterized in that, include: The system obtains the target student's mental arithmetic practice history data and the first and second mental arithmetic questions to be pushed to the target student in sequence. The mental arithmetic practice history data package contains the historical mental arithmetic questions and historical answering time recorded in each of the target student's mental arithmetic practice sessions. Extract at least one first-type mental arithmetic problem and the historical answer time of the at least one first-type mental arithmetic problem from the historical data of mental arithmetic practice, wherein the first-type mental arithmetic problem refers to the historical mental arithmetic problem with the same difficulty as the first mental arithmetic problem. Based on the historical answering time of the at least one first-type mental arithmetic problem and the standard answering time of the at least one first-type mental arithmetic problem, the ratio of the average historical answering time of the at least one first-type mental arithmetic problem to the average standard answering time of the at least one first-type mental arithmetic problem is used as the personal answering time adjustment coefficient for the target student. The standard answering time for the first mental arithmetic question is multiplied by the individual answering time adjustment coefficient to obtain the first estimated answering time for the target student in this mental arithmetic practice of the first mental arithmetic question; After the first mental arithmetic problem is sent to the target student, the timer is started immediately; Once the timer reaches the first estimated response time, the second mental arithmetic question is immediately sent to the target student.

2. The adaptive mental arithmetic pacing question generation method according to claim 1, characterized in that, Based on the historical response time and standard response time of the at least one first-type mental arithmetic problem, the ratio of the average historical response time to the average standard response time of the at least one first-type mental arithmetic problem is used as the individual response time adjustment coefficient for the target student, including: For each of the first type of mental arithmetic problems in the at least one type of mental arithmetic problem, select the historical answer time recorded when the most recent correct answer was made from at least one historical answer time recorded when the target student answered the corresponding problem in the mental arithmetic practice as the corresponding first available historical answer time; Calculate the average historical response time of all the first available historical responses to obtain the average historical response time of the at least one first type of mental arithmetic question; Calculate the average standard answering time for the at least one first-type mental arithmetic problem to obtain the average standard answering time for the at least one first-type mental arithmetic problem; Calculate the ratio of the average historical response time of the at least one first-type mental arithmetic problem to the average standard response time of the at least one first-type mental arithmetic problem, and obtain the individual response time adjustment coefficient of the target student.

3. The adaptive mental arithmetic pacing question generation method according to claim 2, characterized in that, Before calculating the average standard response time for the at least one first-class mental arithmetic problem, the method further includes: For each of the first type of mental arithmetic problems in the at least one type of mental arithmetic problem, the corresponding problem is decomposed into at least one basic formula, and the corresponding standard answering time is obtained by combining the preset standard answering time of each basic formula in the at least one basic formula.

4. The adaptive mental arithmetic pacing question generation method according to claim 2, characterized in that, Before calculating the average standard response time for the at least one first-class mental arithmetic problem, the method further includes: For each of the first type of mental arithmetic problems in the at least one type of mental arithmetic problem, the historical answering time recorded when the student answered the corresponding problem correctly in the most recent time is selected from the historical data of all students' mental arithmetic practice as the corresponding second available historical answering time, and the average value of all the second available historical answering times is calculated to obtain the corresponding standard answering time.

5. The adaptive mental arithmetic pacing question generation method according to claim 1, characterized in that, After obtaining the estimated time taken by the target student to answer the first mental arithmetic question in this mental arithmetic practice, the method further includes: Extract multiple historical mental arithmetic questions and multiple historical answer times from the historical mental arithmetic practice data, wherein the multiple historical mental arithmetic questions and the multiple historical answer times correspond one-to-one; For each historical mental arithmetic problem among the multiple historical mental arithmetic problems, at least one second-type mental arithmetic problem and its historical answering time are first extracted from the historical mental arithmetic practice data. Then, based on the historical answering time and the standard answering time of the at least one second-type mental arithmetic problem, the ratio of the average historical answering time of the at least one second-type mental arithmetic problem to the average standard answering time of the at least one second-type mental arithmetic problem is multiplied by the standard answering time of the corresponding problem to obtain the second estimated answering time of the corresponding problem in the target student's mental arithmetic practice. Here, the second-type mental arithmetic problem refers to the historical mental arithmetic problem with the same difficulty as the corresponding problem. Based on the multiple historical answer times and the multiple second estimated answer times corresponding one-to-one with the multiple historical mental arithmetic questions, the first estimated answer time is corrected through regression analysis to obtain a new first estimated answer time.

6. The adaptive mental arithmetic pacing question generation method according to claim 5, characterized in that, Based on the multiple historical response times and the multiple second estimated response times corresponding one-to-one with the multiple historical mental arithmetic questions, the first estimated response time is corrected through regression analysis to obtain a new first estimated response time, including: For each historical mental arithmetic problem among the plurality of historical mental arithmetic problems, the difference between the corresponding historical answer time and the corresponding second estimated answer time is taken as the corresponding estimation deviation; Based on the multiple estimation deviations that correspond one-to-one with the multiple historical mental arithmetic problems, the average value of the estimation deviations is statistically obtained. The first estimated response time and the average of the estimated deviations are added together to obtain the corrected and new first estimated response time.

7. The adaptive mental arithmetic pacing question generation method according to claim 1, characterized in that, The first mental arithmetic problem is pushed to the target student, including: The first mental arithmetic problem and the first estimated answer time are pushed to the target student so that when the first mental arithmetic problem is shown to the target student, the first estimated answer time is also dynamically displayed in the form of a countdown.

8. An adaptive mental arithmetic speed-matching question generation device, characterized in that, It includes a source data acquisition module with sequential communication connections, a similar question extraction module, an adjustment coefficient calculation module, a response time estimation module, a timing start module, and a mental arithmetic question push module; The source data acquisition module is used to acquire the target student's mental arithmetic practice history data and the first and second mental arithmetic questions to be pushed to the target student in sequence. The mental arithmetic practice history data package contains the historical mental arithmetic questions and historical answering time recorded in each mental arithmetic practice session of the target student. The similar question extraction module is used to extract at least one first similar mental arithmetic question and the historical answering time of the at least one first similar mental arithmetic question from the historical data of mental arithmetic practice. The first similar mental arithmetic question refers to the historical mental arithmetic question that has the same difficulty as the first mental arithmetic question. The adjustment coefficient calculation module is used to use the ratio of the average historical answering time of the at least one first-type mental arithmetic problem to the average standard answering time of the at least one first-type mental arithmetic problem as the personal answering time adjustment coefficient of the target student, based on the historical answering time of the at least one first-type mental arithmetic problem and the standard answering time of the at least one first-type mental arithmetic problem. The answering time estimation module is used to multiply the standard answering time of the first mental arithmetic question and the individual answering time adjustment coefficient to obtain the first estimated answering time of the first mental arithmetic question for the target student in this mental arithmetic practice. The timing start module is used to start the timer immediately after the first mental arithmetic question is pushed to the target student; The mental arithmetic question push module is also communicatively connected to the source data acquisition module, and is used to immediately push the second mental arithmetic question to the target student after the timer reaches the first estimated answering time.

9. A computer device, characterized in that, The device includes a memory, a processor, and a transceiver that are sequentially connected in communication. The memory is used to store a computer program, the transceiver is used to send and receive messages, and the processor is used to read the computer program and execute the adaptive mental arithmetic speed-matching question generation method as described in any one of claims 1 to 7.

10. A computer-readable storage medium, characterized in that... The computer-readable storage medium stores instructions that, when executed on a computer, perform the adaptive mental arithmetic speed-matching question generation method as described in any one of claims 1 to 7.

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