Question determination method for rail transit system training, medium and electronic equipment

Abstract

The invention discloses a question determination method for rail transit system training, and the method comprises the steps: determining the expression level of a target student in a current investigation question according to the simulation operation evaluation and theoretical learning evaluation of the target student for the current investigation key point in the current investigation question; the current investigation question is used for training a standard operation process in a current training scene, and the current investigation key point is obtained by performing link splitting on the standard operation process in the current training scene; determining a target training scene for the target student based on the expression level of the target student in the current investigation question, the difficulty level of the current investigation key point and the current training scene to which the current investigation question belongs, and determining a target investigation key point in the associated investigation key points of the target training scene; and based on the target investigation key point and the link of the target investigation key point in the standard operation process of the target training scene, generating a target investigation question for the target student in the target training scene. The training effect can be improved.

Description

Technical Field

[0001] This application relates to the field of training for rail transit systems, and specifically to a method, apparatus, medium, and electronic device for determining training topics for rail transit systems. Background Technology

[0002] In rail transit systems, interlocking systems and centralized dispatching systems are core technologies for ensuring safe train operation and improving transportation efficiency. The interlocking system ensures the safe interlocking relationships between switches, routes, and signals within stations, while the centralized dispatching system enables centralized dispatching and command of train operations. Therefore, training on the operation of interlocking and centralized dispatching systems is of paramount importance for ensuring the safe operation of rail transit.

[0003] In related technologies, training on interlocking and CTC (Centralized Traffic Control) systems typically employs traditional classroom lectures and on-the-job training, or simulation training systems based on fixed scripts. This approach lacks personalization and adaptability, resulting in inefficient use of training resources and difficulty in optimizing overall training effectiveness. Summary of the Invention

[0004] This application provides a method, apparatus, medium, and electronic equipment for determining training topics for rail transit systems, which aims to improve the overall training effect and increase the utilization rate of training resources.

[0005] According to a first aspect of this application, a method for determining training topics for rail transit systems is provided, the method comprising:

[0006] Based on the simulated operation evaluation and theoretical learning evaluation of the target trainees regarding the current assessment points in the current assessment question, the performance level of the target trainees in the current assessment question is determined; wherein, the current assessment question is used to train the standard operating procedure in the current training scenario, and the current assessment points are obtained by breaking down the standard operating procedure in the current training scenario into steps;

[0007] Based on the target learner's performance level on the current assessment question, the difficulty level of the current assessment point, and the current training scenario to which the current assessment question belongs, a target training scenario is determined for the target learner, and the target assessment point is determined from the associated assessment points of the target training scenario;

[0008] Based on the target assessment points and the stage in which the target assessment points are located in the standard operating procedure of the target training scenario, target assessment questions are generated for the target trainees in the target training scenario.

[0009] According to a second aspect of this application, a topic determination device for training in rail transit systems is provided, the device comprising:

[0010] The performance level determination module is used to determine the performance level of the target trainee in the current assessment question based on the simulated operation evaluation and theoretical learning evaluation of the target trainee in the current assessment question; wherein, the current assessment question is used to train the standard operating procedure in the current training scenario, and the current assessment points are obtained by breaking down the standard operating procedure in the current training scenario into steps;

[0011] The target key point determination module is used to determine the target training scenario for the target trainee based on the target trainee's performance level on the current test question, the difficulty level of the current test point, and the current training scenario to which the current test question belongs, and to determine the target test point from the associated test points of the target training scenario;

[0012] The assessment question generation module is used to generate target assessment questions for the target trainees in the target training scenario based on the target assessment points and the stage in the standard operating procedure of the target training scenario.

[0013] According to a third aspect of the present invention, embodiments of this application provide a computer-readable storage medium having a computer program stored thereon, which, when executed by a processor, implements the topic determination method for training on rail transit systems as described in embodiments of this application.

[0014] According to a fourth aspect of the present invention, an electronic device is provided, including a memory, a processor, and a computer program stored in the memory and executable on the processor. When the processor executes the computer program, it implements the topic determination method for training on rail transit systems as described in the embodiments of the present application.

[0015] According to a fifth aspect of this application, an embodiment of this application provides a computer program product, including a computer program that, when executed by a processor, implements the topic determination method for rail transit system training as described in the embodiment of this application.

[0016] This technical solution, by breaking down standard operating procedures into fine-grained assessment points, achieves precise and refined evaluation of trainees' operational abilities and theoretical mastery, overcoming the ambiguity of traditional holistic evaluations and laying a data foundation for personalized training. Through comprehensive analysis of the trainee's performance on the current assessment question, the difficulty level of the current assessment point, and the current training scenario, the solution dynamically determines the most needed training scenarios and assessment points for the trainee. This adaptive mechanism ensures that training resources, such as simulation system computing power or training time, are precisely allocated to the trainee's weaknesses, avoiding ineffective consumption of already mastered content, thus significantly improving the utilization efficiency of training resources. Finally, by organically embedding the target assessment points into the standard operating procedures of their respective stages to generate new assessment questions, targeted reinforcement training is achieved while ensuring the systematic logic of the training content remains relevant to actual operations, effectively optimizing the overall training effect.

[0017] It should be understood that the description in this section is not intended to identify key or essential features of the embodiments of this application, nor is it intended to limit the scope of this application. Other features of this application will become readily apparent from the following description. Attached Figure Description

[0018] To more clearly illustrate the technical solutions in the embodiments of this application, the accompanying drawings used in the description of the embodiments will be briefly introduced below. Obviously, the accompanying drawings described below are only some embodiments of this application. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0019] Figure 1 This is a flowchart of a method for determining training topics for rail transit systems, provided in Implementation Example 1.

[0020] Figure 2 This is a flowchart of a method for determining training topics for rail transit systems, provided in Embodiment 2.

[0021] Figure 3 This is a schematic diagram of the structure of the topic determination device for rail transit system training provided in Embodiment 3 of this application;

[0022] Figure 4 This is a schematic diagram of the structure of an electronic device provided in Embodiment 4 of this application. Detailed Implementation

[0023] To enable those skilled in the art to better understand the present application, the technical solutions in the embodiments of the present application will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of the present application, and not all embodiments. Based on the embodiments in the present application, all other embodiments obtained by those of ordinary skill in the art without creative effort should fall within the scope of protection of the present application.

[0024] It should be noted that the terms "first," "second," "target," and "candidate," etc., used in the specification, claims, and accompanying drawings of this application are used to distinguish similar objects and are not necessarily used to describe a specific order or sequence. It should be understood that such data can be interchanged where appropriate so that the embodiments of this application described herein can be implemented in orders other than those illustrated or described herein. Furthermore, the terms "comprising" and "having," and any variations thereof, are intended to cover non-exclusive inclusion; for example, a process, method, system, product, or apparatus that comprises a series of steps or units is not necessarily limited to those steps or units explicitly listed, but may include other steps or units not explicitly listed or inherent to such processes, methods, products, or apparatus.

[0025] Example 1

[0026] Figure 1 This is a flowchart of a method for determining training topics for rail transit systems, provided in Embodiment 1. This embodiment is applicable to scenario simulation training of standard operating procedures for interlocking systems and centralized dispatching systems. The method can be executed by a topic determination device for rail transit system training, which is implemented in hardware and / or software and can be integrated into the electronic device running the system.

[0027] like Figure 1 As shown, the method includes:

[0028] S110. Based on the target trainee's simulation operation evaluation and theoretical learning evaluation of the current assessment points in the current assessment question, determine the target trainee's performance level in the current assessment question; wherein, the current assessment question is used to train the standard operating procedure in the current training scenario, and the current assessment points are obtained by breaking down the standard operating procedure in the current training scenario into steps.

[0029] S120. Based on the target trainee's performance level on the current examination question, the difficulty level of the current examination point, and the current training scenario to which the current examination question belongs, determine the target training scenario for the target trainee and determine the target examination point from the associated examination points of the target training scenario.

[0030] S130. Based on the target assessment points and the stage in which the target assessment points are located in the standard operating procedure of the target training scenario, generate target assessment questions for the target trainees in the target training scenario.

[0031] The target trainee refers to a specific individual trainee currently receiving training. The process involves obtaining the target trainee's simulated operational evaluation and theoretical learning evaluation regarding the current assessment points in the current assessment question. The current assessment question refers to a teaching task unit used to assess the target trainee's mastery of standard operating procedures (SOPs) within the current training scenario. Assessment points are the basic units constituting the assessment question. Current assessment points refer to individual key operational steps or knowledge points obtained by breaking down the SOPs in the current training scenario into steps. Optionally, the current assessment question includes at least two current assessment points. The current training scenario refers to a pre-set simulated operating environment containing specific equipment states and operational tasks, used to simulate a typical operating condition in rail transit operations. Standard operating procedures refer to the standardized operational sequence prescribed and strictly followed for specific operations in the current training scenario.

[0032] Simulation operation evaluation refers to a quantitative assessment based on the target learner's performance in a simulated environment. Theoretical learning evaluation refers to an assessment of the target learner's mastery of relevant theoretical knowledge. Simulation operation evaluation and theoretical learning evaluation are used to determine the target learner's performance level on the current examination question. The target learner's performance level on the current examination question is a quantitative judgment of the comprehensive ability demonstrated by the target learner on the current examination question. Optionally, the performance level can be categorized as either "met the standard" or "did not meet the standard."

[0033] The current assessment points are associated with difficulty levels, which are pre-defined difficulty indicators for each assessment point based on factors such as operational complexity, knowledge depth, and consequences of errors. Optionally, the difficulty levels of the current assessment points may include at least three levels: lowest, intermediate, and highest, with at least two intermediate levels. The difficulty levels of the current assessment points are comprehensively layered from four aspects: cognitive load, operational complexity, psychological stress, and uncertainty. For example, the lowest level may correspond to basic operations with prompts and no distractions, while the intermediate level may correspond to complex operations without prompts and with added distractions. The intermediate level can be further subdivided by adding different types of faults. The highest level corresponds to high-pressure scenarios, such as train scheduling conflicts or complete equipment failure.

[0034] By considering the target learners' performance on the current assessment questions, the difficulty level of the current assessment points, and the current training scenario in which the assessment questions are located, we can determine the target learners' actual skill gaps and advancement needs. Based on this, we can determine the target assessment questions for subsequent training, so that the subsequent training content can intelligently adapt to the learners' actual skill gaps and advancement needs.

[0035] A target training scenario refers to the next most suitable simulated work environment adaptively selected for training based on the target learners' actual skill gaps and advancement needs. Target assessment points refer to the specific operational steps or knowledge points within the target training scenario that are deemed most in need of targeted reinforcement training by the target learners. Target assessment questions are teaching task units generated around the target assessment points and embedded within the standard operating procedures of the target training scenario.

[0036] This technical solution, by breaking down standard operating procedures into fine-grained assessment points, achieves precise and refined evaluation of trainees' operational abilities and theoretical mastery, overcoming the ambiguity of traditional holistic evaluations and laying a data foundation for personalized training. Through comprehensive analysis of the trainee's performance on the current assessment question, the difficulty level of the current assessment point, and the current training scenario, the solution dynamically determines the most needed training scenarios and assessment points for the trainee. This adaptive mechanism ensures that training resources, such as simulation system computing power or training time, are precisely allocated to the trainee's weaknesses, avoiding ineffective consumption of already mastered content, thus significantly improving the utilization efficiency of training resources. Finally, by organically embedding the target assessment points into the standard operating procedures of their respective stages to generate new assessment questions, targeted reinforcement training is achieved while ensuring the systematic logic of the training content remains relevant to actual operations, effectively optimizing the overall training effect.

[0037] In an optional embodiment, the target training scenario is a basic operation scenario, a fault simulation scenario, an emergency response scenario, or a comprehensive drill scenario; the target training scenario is used to conduct scenario simulation training on the standard operating procedures of the interlocking system and the centralized dispatching system.

[0038] The basic operation scenario is a simulation environment that simulates the standard operating procedures of a rail transit system under normal operating conditions, aiming to train trainees to master basic and standardized operating skills. The fault simulation scenario is a simulation environment that simulates abnormal operating conditions where specific equipment in a rail transit system malfunctions, aiming to train trainees' ability to accurately identify, diagnose, and handle faults according to procedures. The emergency response scenario is a simulation environment that simulates emergency events affecting train operation safety in a rail transit system, such as equipment instability or sudden incidents, aiming to train trainees' ability to respond quickly, execute emergency plans, and ensure safety. The comprehensive drill scenario is a simulation environment that simulates complex operating sequences including various normal, abnormal, and emergency situations, aiming to comprehensively assess and improve trainees' comprehensive handling and coordination capabilities.

[0039] The basic operation scenario, fault simulation scenario, emergency response scenario, and comprehensive exercise scenario are progressively deepened and logically dependent. The four scenarios together form a complete skills training loop. Subsequent training scenarios are based on the skills trained in the previous training scenarios. The training content of the subsequent training scenarios covers and comprehensively applies the skills of the previous training scenarios, ultimately achieving the systematic training goal of moving from single skills to comprehensive capabilities.

[0040] The training utilizes scenario simulations to demonstrate the standard operating procedures of interlocking and centralized dispatching systems, covering basic operational scenarios, fault simulation scenarios, emergency response scenarios, and comprehensive drill scenarios. The interlocking system, a control system in rail transit, ensures the establishment and maintenance of safe logical connections between switches, routes, and signals within rail transit stations. Its core function is to prevent the establishment of routes that could lead to train conflicts. The centralized dispatching system is a train control system in rail transit, enabling centralized control of signaling equipment at multiple stations within a specific section from a dispatch center, as well as management and tracking of train operations. The interlocking and centralized dispatching systems are interdependent and work collaboratively in rail transit train control.

[0041] For example, the training content in the basic operation scenario is the route processing, cancellation and unlocking operation under normal circumstances; the training content in the fault simulation scenario is the train operation rules when the track circuit is abnormal, such as occupancy or red light band; the training content in the emergency response scenario is the response method when some functions of the CTC system fail; and the training content in the comprehensive exercise scenario is the sudden loss of indication of a turnout in the station under the CTC central control mode.

[0042] The aforementioned technical solution constructs a structured training system by dividing the target training scenarios into four types: basic operation scenarios, fault simulation scenarios, emergency response scenarios, and comprehensive drill scenarios. This allows the adaptive training method to align with the objective laws of skills development. By setting these training scenarios with clear training focuses for the interlocking system and centralized dispatching system, trainees can be precisely guided to the scenarios most suitable for their skill advancement stages based on their actual skill gaps and advancement needs. This ensures that the training path planning is not only based on knowledge mastery but also considers the complexity and practicality of skill application, thus systematically guiding trainees to progressively improve their comprehensive capabilities from basic operations to handling complex problems, ultimately significantly enhancing the systematic nature and effectiveness of the training.

[0043] In an optional embodiment, the step of determining a target training scenario for the target learner and identifying target assessment points from the associated assessment points of the target training scenario based on the learner's performance level on the current assessment question, the difficulty level of the current assessment point, and the current training scenario to which the current assessment question belongs includes: if the learner's performance level on the current assessment question has met the standard, and the difficulty level of the current assessment point has not reached the highest level, then the current training scenario is determined as the target training scenario; among the associated assessment points of the current training scenario, the associated assessment points with a difficulty level higher than the current level are determined as the target assessment points; wherein, the current level is the difficulty level of the current assessment point; if the learner's performance level on the current assessment question has not met the standard, then the current training scenario is determined as the target training scenario, and the current assessment point is determined as the target assessment point.

[0044] The current assessment point is not at the highest difficulty level, indicating that it is at an initial or intermediate level within the preset difficulty level sequence, and higher difficulty levels are still available. The target learner's performance on the current assessment question has met the standard, meaning their overall evaluation on the current question has reached the passing grade. The learner has the ability to tackle more challenging points; therefore, maintaining the current training scenario while increasing the difficulty of the assessment points will promote the learner's skill advancement.

[0045] Specifically, the current training scenario is designated as the target training scenario. Among the related assessment points in the current training scenario, those with a difficulty level higher than the current level are designated as target assessment points. Here, "current level" refers to the difficulty level of the current assessment point. Related assessment points in the current training scenario refer to assessment points that are associated with the current assessment point within the current training scenario. Related assessment points and the current assessment point correspond to the same stage in the standard operating procedure, but their difficulty levels differ.

[0046] If the target learner's performance on the current assessment questions does not meet the standard, it means that the overall evaluation result of the target learner on the current assessment questions has not reached the passing standard. The target learner still needs to consolidate the key points of the current assessment. Therefore, the basics should be strengthened by repeatedly training on the same training scenario and assessment key points.

[0047] Taking the example of a station switch suddenly losing its indication in the CTC central control mode during a comprehensive drill training scenario, the standard operating procedure (SOP) is as follows: 1. Upon seeing the "Switch No Indication" alarm; 2. Report to the train dispatcher; 3. Authorize the station to switch to "Emergency Station Control" mode; 4. Register in the "Train Operation Equipment Inspection Log"; 5. Guide train reception and dispatch; 6. Notify electrical personnel for inspection and maintenance. Breaking down the SOP into its components yields six key assessment points, as shown in Table 1. These points are assigned five difficulty levels, L1 to L5, as shown in Table 1.

[0048] Table 1

[0049]

[0050] Referring to Table 1, the current assessment questions for the target learner consist of assessment point 1 at difficulty level L1, assessment point 2 at difficulty level L2, assessment point 3 at difficulty level L2, assessment point 4 at difficulty level L1, and assessment point 5 at difficulty level L2. If the target learner's performance on the current assessment questions does not meet the standard, the current training scenario is designated as the target training scenario, and the current assessment points are designated as target assessment points; that is, the current assessment questions continue to be used to train the target learner. If the target learner's performance on the current assessment questions has met the standard, and the difficulty level of the current assessment points has not reached the highest level, assessment point 1 at difficulty level L2, assessment point 2 at difficulty level L3, assessment point 3 at difficulty level L3, assessment point 4 at difficulty level L2, and assessment point 5 at difficulty level L3 can be selected within the current training scenario to constitute the target assessment questions for training the target learner.

[0051] The aforementioned technical solution determines a trainee's potential for skill enhancement when their performance level has reached the target level but the current assessment point's difficulty has not yet reached its maximum. By selecting related assessment points of higher difficulty within the same training scenario, it achieves a smooth progression in training intensity, avoiding potential training stagnation or delays caused by rigidly relying on a single "intermediate level" threshold. For trainees whose performance level has not yet reached the target level, the current assessment points are repeatedly reinforced to ensure basic consolidation. This approach allows for more timely and accurate matching of optimal training content based on the trainee's continuous skill development, ensuring both the progression and challenge of the training while guaranteeing thorough basic training. This expands the scope of application and further enhances the intelligence level of training resource allocation and overall training efficiency.

[0052] In an optional embodiment, the step of determining a target training scenario for the target learner and identifying target assessment points from the associated assessment points of the target training scenario based on the target learner's performance level on the current assessment question, the difficulty level of the current assessment point, and the current training scenario to which the current assessment question belongs includes: if the target learner's performance level on the current assessment question has reached the standard and the difficulty level of the current assessment point is the highest level, then the next training scenario is determined as the target training scenario; determining the common assessment points between the next training scenario and the current training scenario; determining the other assessment points in the associated assessment points of the next training scenario besides the common assessment points as candidate assessment points; and determining the candidate assessment points with the lowest difficulty level as the target assessment point; wherein, the next training scenario is a difficulty progression of the current training scenario.

[0053] The highest level refers to the difficulty level representing the highest complexity and operational requirements within the pre-defined difficulty grading system. If the target learner's performance on the current assessment question has met the standard, and the difficulty level of the current assessment point is the highest level, it indicates that the target learner has mastered the highest difficulty content of the current assessment scenario. Therefore, it is necessary to switch to a more complex training scenario for further training. Specifically, the next training scenario will be designated as the target training scenario. The next training scenario refers to a simulation training environment within the pre-defined training path that is more complex, requires higher skills, or involves more comprehensive work conditions than the current training scenario. The next training scenario represents a progression in difficulty from the current training scenario. This progression in difficulty refers to the hierarchical relationship between training scenarios, established according to a logical order from basic to complex, and from simple to comprehensive.

[0054] By analyzing the steps included in the standard operating procedure (SOP), common assessment points between the next training scenario and the current training scenario can be identified. These common assessment points refer to operational steps or knowledge points that are identical or highly similar in content and exist in the SOP across different training scenarios.

[0055] The assessment points in the next training scenario, excluding the common assessment points, are identified as candidate assessment points. These candidate assessment points are the set of non-common assessment points in the next training scenario, and can be selected as target assessment points. The candidate assessment points are associated with difficulty levels; the candidate assessment points with the lowest difficulty level are identified as target assessment points. This establishes an appropriately challenging entry point for trainees in the new training scenario, prioritizing their exposure to and mastery of relatively basic new assessment points, effectively reducing the steepness of the learning curve and achieving a scientifically smooth transition in the training process.

[0056] The aforementioned technical solution, through its smooth scene transition and key point selection mechanism, effectively addresses the adaptability issues faced by trainees when transitioning to more complex scenarios after completing advanced training content. It significantly reduces the cognitive load and learning steepness that may result from a simultaneous increase in training scenarios and operational difficulty, ensuring the continuity and naturalness of the skills enhancement path. This allows for a training process that is both challenging and reliably and efficiently advanced.

[0057] In an optional embodiment, determining the common assessment points between the next training scenario and the current training scenario includes: breaking down the standard operating procedures of the next training scenario and the standard operating procedures of the current training scenario into steps, and determining the common steps between the next training scenario and the current training scenario based on the steps obtained from the breakdown; and determining the current assessment points corresponding to the common steps as the common assessment points.

[0058] In this context, "step decomposition" refers to the process of breaking down a complete standard operating procedure (SOP) into multiple smaller, discrete steps according to its inherent operational sequence or logical dependencies. "Common steps" refer to the basic steps that are identical or substantially similar in operational content and functional purpose, identified after decomposing the SOPs of two different training scenarios.

[0059] The key points for examination correspond to the links obtained from the breakdown. The current key points for examination that correspond to the common links are identified as common key points for examination.

[0060] The aforementioned technical solution achieves intelligent identification of knowledge transfer points through refined process comparison. By systematically breaking down the standard operating procedures of the current and next training scenarios into steps, the macro-level scenario transition problem is transformed into a micro-level step matching problem. Based on this, by identifying common steps between processes and determining the corresponding common assessment points, it essentially pinpoints the skill units that trainees have already mastered and do not require repeated training in the new scenario. This achieves ultimate optimization of training resources and precise planning of training paths. It avoids the uncertainties arising from experience or vague judgments, ensuring the objective and reliable selection of truly necessary new content for trainees in the new training scenario, thus guaranteeing the efficiency of the training progression process.

[0061] Example 2

[0062] Figure 2 This is a flowchart of a method for determining training topics for rail transit systems, based on Embodiment 2. This embodiment is a further optimization based on the above embodiments.

[0063] like Figure 2 As shown, the method includes:

[0064] S210. Extract the operation accuracy rate, key error rate, and process compliance from the simulated operation evaluation of the target trainees for the current assessment points in the current assessment question; wherein, the current assessment question is used to train the standard operating procedures in the current training scenario, and the current assessment points are obtained by breaking down the standard operating procedures in the current training scenario into steps.

[0065] Among these, the operation accuracy rate refers to the proportion of correctly executed operation steps out of the total number of required operation steps during the simulation operation. The critical error rate refers to the proportion of erroneous operations triggered by the target trainee during the simulation operation that could lead to serious consequences or process interruption out of all critical operation nodes. Process compliance refers to the degree to which the target trainee's operation sequence and pace conform to the sequence and time requirements stipulated in the standard operating procedure.

[0066] S220. Extract the accuracy rate of the questions from the theoretical learning evaluation of the target students on the current examination points of the current examination questions.

[0067] The accuracy rate refers to the percentage of questions answered correctly by the target learners in the relevant theoretical assessment of the current assessment points out of the total number of questions.

[0068] S230. Based on the operation accuracy rate, the critical error rate, the process compliance rate, and the question accuracy rate, determine the target student's performance level on the current examination question.

[0069] Among these metrics, operational accuracy, critical error rate, and process compliance measure the overall accuracy of the target learners' simulated operations, their ability to control safety risks, and their adherence to standards and specifications, respectively. Question accuracy quantifies the target learners' mastery of theoretical knowledge.

[0070] Optionally, by integrating operational accuracy, critical error rate, process compliance, and question accuracy, the target learner's performance score for the current test question can be calculated, and the target learner's performance level can be determined based on the performance score.

[0071] S240. Based on the target trainee's performance level on the current examination question, the difficulty level of the current examination point, and the current training scenario to which the current examination question belongs, determine the target training scenario for the target trainee and determine the target examination point from the associated examination points of the target training scenario.

[0072] S250. Based on the target assessment points and the stage in which the target assessment points are located in the standard operating procedure of the target training scenario, generate target assessment questions for the target trainees in the target training scenario.

[0073] This technical solution achieves a precise and objective assessment of trainees' performance levels by introducing multi-dimensional and quantifiable comprehensive evaluation indicators. Specifically, it constructs a comprehensive evaluation system that considers operational skills, safety awareness, and theoretical foundation by comprehensively examining the overall accuracy of operations (operational correctness rate), the critical error rate highlighting the ability to control major safety-related mistakes, the process compliance assessing adherence to standard operating procedures, and the accuracy rate of questions testing the mastery of theoretical knowledge. This overcomes the one-sidedness of single-dimensional evaluation, more realistically reflecting trainees' actual skill gaps and advancement needs, thus providing an accurate and reliable decision-making basis for the subsequent adaptive generation of personalized training content, fundamentally improving the relevance and effectiveness of training.

[0074] In an optional embodiment, determining the target student's performance level on the current assessment question based on the operation accuracy rate, the critical error rate, the process compliance rate, and the question accuracy rate includes: weighting the operation accuracy rate, the critical error rate, the process compliance rate, and the question accuracy rate using preset evaluation weights to obtain the target student's performance score on the current assessment question; and determining the target student's performance level on the current assessment question based on a preset scoring threshold and the target student's performance score on the current assessment question.

[0075] The preset evaluation weights refer to coefficients that are pre-set to reflect the relative importance of various evaluation indicators such as operation accuracy, critical error rate, process compliance, and question accuracy. The specific values ​​of the preset evaluation weights are not limited here and are determined based on actual business needs. The operation accuracy, critical error rate, process compliance, and question accuracy are multiplied by their corresponding preset evaluation weights, and the sum of all products is used as the target learner's performance score for the current assessment question.

[0076] Performance scoring refers to the numerical result used to quantify the overall performance of a target learner on the current assessment question. Preset scoring thresholds refer to one or more score boundaries pre-set to classify different performance levels. The specific value of the preset scoring thresholds is not limited here and should be determined according to actual requirements.

[0077] Optionally, the performance score can be compared with a preset scoring threshold to determine the target learner's performance level on the current assessment question. If the performance score is greater than the preset scoring threshold, the target learner's performance level on the current assessment question is determined to have met the standard. Otherwise, the target learner's performance level on the current assessment question is determined to have not met the standard.

[0078] The aforementioned technical solution, by introducing a quantitative mechanism of preset evaluation weights and preset scoring thresholds, achieves objectivity and standardization in the process of judging trainees' performance levels. By weighting key error rates and other indicators, the relative importance of different evaluation dimensions in the comprehensive ability assessment can be reasonably reflected, making the final performance score more scientifically and accurately reflect the trainees' true skill strengths and weaknesses. Furthermore, based on clear scoring thresholds, continuous scores are mapped to discrete level grades, providing a clear, unified, and unambiguous judgment standard for subsequent automated decision-making by the system. This eliminates potential biases and inconsistencies caused by subjective judgments and ensures the transparency, reliability, and efficient execution of the entire adaptive training process's decision-making logic.

[0079] Example 3

[0080] Figure 3 This is a schematic diagram of the training topic determination device for rail transit systems provided in Embodiment 3 of this application. This embodiment is applicable to scenario simulation training of standard operating procedures for interlocking systems and centralized dispatching systems. The device can be implemented by software and / or hardware and can be integrated into electronic devices such as smart terminals.

[0081] like Figure 3 As shown, the topic determination device 300 for training in rail transit systems may include:

[0082] The performance level determination module 310 is used to determine the performance level of the target trainee in the current examination question based on the simulated operation evaluation and theoretical learning evaluation of the target trainee for the current examination points in the current examination question; wherein, the current examination question is used to train the standard operating procedure in the current training scenario, and the current examination points are obtained by breaking down the standard operating procedure in the current training scenario into steps.

[0083] The target key point determination module 320 is used to determine the target training scenario for the target trainee based on the target trainee's performance level on the current examination question, the difficulty level of the current examination key point, and the current training scenario to which the current examination question belongs, and to determine the target examination key point from the associated examination key points of the target training scenario;

[0084] The assessment question generation module 330 is used to generate target assessment questions for the target trainees in the target training scenario based on the target assessment points and the stage in the standard operating procedure of the target training scenario.

[0085] This technical solution, by breaking down standard operating procedures into fine-grained assessment points, achieves precise and refined evaluation of trainees' operational abilities and theoretical mastery, overcoming the ambiguity of traditional holistic evaluations and laying a data foundation for personalized training. Through comprehensive analysis of the trainee's performance on the current assessment question, the difficulty level of the current assessment point, and the current training scenario, the solution dynamically determines the most needed training scenarios and assessment points for the trainee. This adaptive mechanism ensures that training resources, such as simulation system computing power or training time, are precisely allocated to the trainee's weaknesses, avoiding ineffective consumption of already mastered content, thus significantly improving the utilization efficiency of training resources. Finally, by organically embedding the target assessment points into the standard operating procedures of their respective stages to generate new assessment questions, targeted reinforcement training is achieved while ensuring the systematic logic of the training content remains relevant to actual operations, effectively optimizing the overall training effect.

[0086] Optionally, the performance level determination module 310 includes: a first parameter extraction submodule, used to extract the operation accuracy rate, critical error rate, and process compliance from the simulated operation evaluation of the target student for the current assessment point in the current assessment question; a second parameter extraction submodule, used to extract the question accuracy rate from the theoretical learning evaluation of the target student for the current assessment point in the current assessment question; and a performance level determination submodule, used to determine the performance level of the target student in the current assessment question based on the operation accuracy rate, the critical error rate, the process compliance, and the question accuracy rate.

[0087] Optionally, the performance level determination submodule includes: a performance score determination unit, used to perform weighted processing on the operation accuracy rate, the critical error rate, the process compliance and the question accuracy rate using preset evaluation weights to obtain the performance score of the target student on the current examination question; and a performance level determination unit, used to determine the performance level of the target student on the current examination question based on a preset scoring threshold and the performance score of the target student on the current examination question.

[0088] Optionally, the target key point determination module 320 includes: a first scenario determination submodule, used to determine the current training scenario as the target training scenario if the target trainee's performance level on the current examination question has reached the standard and the difficulty level of the current examination key point has not reached the highest level; a first key point determination submodule, used to determine the related examination key points with a difficulty level greater than the current level among the related examination key points in the current training scenario as the target examination key points; wherein, the current level is the difficulty level of the current examination key point; and a second key point determination submodule, used to determine the current training scenario as the target training scenario and the current examination key point as the target examination key point if the target trainee's performance level on the current examination question has not reached the standard.

[0089] Optionally, the target key point determination module 320 includes: a second scenario determination submodule, used to determine the next training scenario as the target training scenario if the target trainee's performance level in the current examination question has reached the standard and the difficulty level of the current examination key point is the highest level; a common key point determination submodule, used to determine the common examination key points between the next training scenario and the current training scenario; a candidate key point determination submodule, used to determine other examination key points in the associated examination key points of the next training scenario besides the common examination key points as candidate examination key points; and a target key point determination submodule, used to determine the candidate examination key points with the lowest difficulty level as the target examination key point; wherein, the next training scenario is a difficulty progression of the current training scenario.

[0090] Optionally, the common key point determination submodule includes: a common link determination unit, used to break down the standard operating procedure of the next training scenario and the standard operating procedure of the current training scenario into links, and determine the common links between the next training scenario and the current training scenario based on the links obtained from the breakdown; and a common key point determination unit, used to determine the current assessment key point corresponding to the common link as the common assessment key point.

[0091] Optionally, the target training scenario can be a basic operation scenario, a fault simulation scenario, an emergency response scenario, or a comprehensive drill scenario; the target training scenario is used to conduct scenario simulation training on the standard operating procedures of the interlocking system and the centralized dispatching system.

[0092] The topic determination device for rail transit system training provided in the embodiments of the invention can execute the topic determination method for rail transit system training provided in any embodiment of this application, and has the corresponding performance modules and beneficial effects for executing the topic determination method for rail transit system training.

[0093] Example 4

[0094] According to embodiments of this application, this application also provides an electronic device, a readable storage medium, and a computer program product.

[0095] Figure 4 A schematic diagram of an electronic device 410, which can be implemented using an embodiment, is shown. The electronic device 410 includes at least one processor 411 and a memory, such as a read-only memory (ROM) 412, a random access memory (RAM) 413, etc., communicatively connected to the at least one processor 411. The memory stores computer programs executable by the at least one processor. The processor 411 can perform various appropriate actions and processes based on the computer program stored in the ROM 412 or loaded from storage unit 418 into the RAM 413. The RAM 413 may also store various programs and data required for the operation of the electronic device 410. The processor 411, ROM 412, and RAM 413 are interconnected via a bus 414. An input / output (I / O) interface 415 is also connected to the bus 414.

[0096] Multiple components in electronic device 410 are connected to I / O interface 415, including: input unit 416, such as keyboard, mouse, etc.; output unit 417, such as various types of displays, speakers, etc.; storage unit 418, such as disk, optical disk, etc.; and communication unit 419, such as network card, modem, wireless transceiver, etc. Communication unit 419 allows electronic device 410 to exchange information / data with other devices through computer networks such as the Internet and / or various telecommunications networks.

[0097] Processor 411 can be a variety of general-purpose and / or special-purpose processing components with processing and computing capabilities. Some examples of processor 411 include, but are not limited to, central processing unit (CPU), graphics processing unit (GPU), various special-purpose artificial intelligence (AI) computing chips, various processors running machine learning model algorithms, digital signal processors (DSPs), and any suitable processor, controller, microcontroller, etc. Processor 411 performs the various methods and processes described above, such as the topic determination method for training rail transit systems.

[0098] In some embodiments, the topic determination method for rail transit system training may be implemented as a computer program tangibly contained in a computer-readable storage medium, such as storage unit 418. In some embodiments, part or all of the computer program may be loaded and / or installed on electronic device 410 via ROM 412 and / or communication unit 419. When the computer program is loaded into RAM 413 and executed by processor 411, one or more steps of the topic determination method for rail transit system training described above may be performed. Alternatively, in other embodiments, processor 411 may be configured to perform the topic determination method for rail transit system training by any other suitable means (e.g., by means of firmware).

[0099] Various implementations of the systems and techniques described above herein can be implemented in digital electronic circuit systems, integrated circuit systems, field-programmable gate arrays (FPGAs), application-specific integrated circuits (ASICs), application-specific standard products (ASSPs), systems-on-a-chip (SoCs), complex programmable logic devices (CPLDs), computer hardware, firmware, software, and / or combinations thereof. These various implementations may include: implementations in one or more computer programs that can be executed and / or interpreted on a programmable system including at least one programmable processor, which may be a dedicated or general-purpose programmable processor, capable of receiving data and instructions from a storage system, at least one input device, and at least one output device, and transmitting data and instructions to the storage system, the at least one input device, and the at least one output device.

[0100] Computer programs used to implement the methods of this application may be written in any combination of one or more programming languages. These computer programs may be provided to a processor of a general-purpose computer, a special-purpose computer, or other programmable device for determining training topics for rail transit systems, such that when executed by the processor, the computer programs cause the functions / operations specified in the flowcharts and / or block diagrams to be implemented. The computer programs may be executed entirely on a machine, partially on a machine, as a standalone software package partially on a machine and partially on a remote machine, or entirely on a remote machine or server.

[0101] In the context of this application, a computer-readable storage medium can be a tangible medium that may contain or store a computer program for use by or in conjunction with an instruction execution system, apparatus, or device. A computer-readable storage medium can be, but is not limited to, electronic, magnetic, optical, electromagnetic, infrared, or semiconductor systems, apparatus, or devices, or any suitable combination of the foregoing. Alternatively, a computer-readable storage medium can be a machine-readable signal medium. More specific examples of machine-readable storage media include electrical connections based on one or more wires, portable computer disks, hard disks, random access memory (RAM), read-only memory (ROM), erasable programmable read-only memory (EPROM or flash memory), optical fiber, portable compact disk read-only memory (CD-ROM), optical storage devices, magnetic storage devices, or any suitable combination of the foregoing.

[0102] To provide interaction with a user, the systems and techniques described herein can be implemented on an electronic device having: a display device (e.g., a CRT (cathode ray tube) or LCD (liquid crystal display) monitor) for displaying information to the user; and a keyboard and pointing device (e.g., a mouse or trackball) through which the user provides input to the electronic device. Other types of devices can also be used to provide interaction with the user; for example, feedback provided to the user can be any form of sensory feedback (e.g., visual feedback, auditory feedback, or tactile feedback); and input from the user can be received in any form (including sound input, voice input, or tactile input).

[0103] The systems and technologies described herein can be implemented in computing systems that include backend components (e.g., a topic determination server for training in rail transit systems), or middleware components (e.g., an application server), or frontend components (e.g., a user computer with a graphical user interface or web browser through which a user can interact with implementations of the systems and technologies described herein), or any combination of such backend, middleware, or frontend components. The components of the system can be interconnected via digital data communication of any form or medium (e.g., a communication network). Examples of communication networks include local area networks (LANs), wide area networks (WANs), blockchain networks, and the Internet.

[0104] A computing system can include clients and servers. Clients and servers are generally located far apart and typically interact through communication networks. The client-server relationship is created by computer programs running on the respective computers and having a client-server relationship with each other. The server can be a cloud server, also known as a cloud computing server or cloud host, which is a hosting product within the cloud computing service system to address the shortcomings of traditional physical hosts and VPS services, such as high management difficulty and weak business scalability.

[0105] This application also discloses a computer program product, which includes a computer program that, when executed by a processor, implements the method for determining training topics for rail transit systems provided in any embodiment of this application. This program product shares the same inventive concept as the method for determining training topics for rail transit systems disclosed in the embodiments of this application, and therefore will not be described in detail here.

[0106] It should be understood that the various forms of processes shown above can be used to rearrange, add, or delete steps. For example, the steps described in this application can be executed in parallel, sequentially, or in different orders, as long as the desired result of the technical solution of this application can be achieved, and this is not limited herein.

[0107] The specific embodiments described above do not constitute a limitation on the scope of protection of this application. Those skilled in the art should understand that various modifications, combinations, sub-combinations, and substitutions can be made according to design requirements and other factors. Any modifications, equivalent substitutions, and improvements made within the spirit and principles of this application should be included within the scope of protection of this application.

Claims

1. A method for determining training topics for rail transit systems, characterized in that, The method includes: Based on the simulated operation evaluation and theoretical learning evaluation of the target trainees regarding the current assessment points in the current assessment question, the performance level of the target trainees in the current assessment question is determined; wherein, the current assessment question is used to train the standard operating procedure in the current training scenario, and the current assessment points are obtained by breaking down the standard operating procedure in the current training scenario into steps; Based on the target learner's performance level on the current assessment question, the difficulty level of the current assessment point, and the current training scenario to which the current assessment question belongs, a target training scenario is determined for the target learner, and the target assessment point is determined from the associated assessment points of the target training scenario; Based on the target assessment points and the stage in which the target assessment points are located in the standard operating procedure of the target training scenario, target assessment questions are generated for the target trainees in the target training scenario.

2. The method according to claim 1, characterized in that, The determination of the target student's performance level on the current examination question based on the simulation operation evaluation and theoretical learning evaluation of the target student regarding the current examination points includes: From the simulated operation evaluation of the target trainees on the current assessment points of the current assessment question, extract the operation accuracy rate, key error rate and process compliance; Based on the evaluation of the target learners' theoretical learning regarding the key points being tested in the current examination question, Extract the accuracy rate of the questions; Based on the operation accuracy rate, the critical error rate, the process compliance rate, and the question accuracy rate, the performance level of the target student on the current examination question is determined.

3. The method according to claim 2, characterized in that, The determination of the target student's performance level on the current assessment questions based on the operation accuracy rate, the critical error rate, the process compliance rate, and the question accuracy rate includes: The operation accuracy rate, the critical error rate, the process compliance rate and the question accuracy rate are weighted using preset evaluation weights to obtain the target student's performance score for the current examination question. Based on the preset scoring threshold and the target student's performance score on the current test question, the target student's performance level on the current test question is determined.

4. The method according to claim 1, characterized in that, The process of determining a target training scenario for the target learner based on their performance on the current assessment question, the difficulty level of the current assessment point, and the current training scenario to which the current assessment question belongs, and then determining the target assessment point from the associated assessment points of the target training scenario, includes: If the target trainee's performance on the current test questions has reached the standard, and the difficulty level of the current test points has not reached the highest level, then the current training scenario is determined as the target training scenario. Among the relevant assessment points in the current training scenario, the relevant assessment points with a difficulty level greater than the current level are determined as the target assessment points; wherein, the current level is the difficulty level of the current assessment point; If the target trainee's performance on the current assessment question does not meet the standard, then the current training scenario is determined as the target training scenario, and the current assessment point is determined as the target assessment point.

5. The method according to claim 1, characterized in that, The process of determining a target training scenario for the target learner based on their performance on the current assessment question, the difficulty level of the current assessment point, and the current training scenario to which the current assessment question belongs, and then determining the target assessment point from the associated assessment points of the target training scenario, includes: If the target trainee has reached the standard in the current test questions and the difficulty level of the current test points is the highest level, then the next training scenario will be determined as the target training scenario. Identify the common assessment points between the next training scenario and the current training scenario; Other assessment points besides the common assessment points in the relevant assessment points of the next training scenario are identified as candidate assessment points; The candidate assessment points with the lowest difficulty level are determined as the target assessment points; wherein, the next training scenario is an increase in difficulty level of the current training scenario.

6. The method according to claim 5, characterized in that, The determination of common assessment points between the next training scenario and the current training scenario includes: The standard operating procedure for the next training scenario and the standard operating procedure for the current training scenario are broken down into steps, and the common steps between the next training scenario and the current training scenario are determined based on the steps obtained from the breakdown. The current key points of examination corresponding to the common links are determined as the common key points of examination.

7. The method according to any one of claims 1-6, characterized in that, The target training scenarios are basic operation scenarios, fault simulation scenarios, emergency response scenarios, or comprehensive drill scenarios; the target training scenarios are used to conduct scenario simulation training on the standard operating procedures of interlocking systems and centralized dispatching systems.

8. A device for determining training topics for rail transit systems, characterized in that, The device includes: The performance level determination module is used to determine the performance level of the target trainee in the current assessment question based on the simulated operation evaluation and theoretical learning evaluation of the target trainee in the current assessment question; wherein, the current assessment question is used to train the standard operating procedure in the current training scenario, and the current assessment points are obtained by breaking down the standard operating procedure in the current training scenario into steps; The target key point determination module is used to determine the target training scenario for the target trainee based on the target trainee's performance level on the current test question, the difficulty level of the current test point, and the current training scenario to which the current test question belongs, and to determine the target test point from the associated test points of the target training scenario; The assessment question generation module is used to generate target assessment questions for the target trainees in the target training scenario based on the target assessment points and the stage in which the target assessment points are located in the standard operating procedure of the target training scenario.

9. A computer-readable storage medium having a computer program stored thereon, characterized in that, When executed by the processor, the program implements the topic determination method for training on rail transit systems as described in any one of claims 1-7.

10. An electronic device, comprising a memory, a processor, and a computer program stored in the memory and executable on the processor, characterized in that, When the processor executes the computer program, it implements the topic determination method for training on rail transit systems as described in any one of claims 1-7.

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