Intelligent auxiliary teaching method and device for project-based learning and teaching platform

Abstract

The application provides an intelligent auxiliary teaching method, device and teaching platform for project-based learning, the method comprising: obtaining a to-be-processed project-based learning task, and splitting the to-be-processed project-based learning task into a plurality of phased goals with a preset sequence; in the case that a learner completes a current phased goal, obtaining a historical dialogue formed by the learner in completing the current phased goal; judging the learning ability of the learner based on the historical dialogue; and adjusting the degree of detail of a guidance scheme for assisting the learner to complete a subsequent phased goal according to the learning ability of the learner. The application realizes personalized matching of auxiliary teaching for the learner, and effectively improves the participation and acquisition of the individual learner.

Description

Technical Field

[0001] This invention relates to the field of artificial intelligence technology, and in particular to an intelligent auxiliary teaching method, device and teaching platform for project-based learning. Background Technology

[0002] Project-Based Learning (PBL), as an educational model that is learner-centered, project-based, and problem-solving-oriented, aims to cultivate learners' self-exploration, problem-solving, and project implementation abilities. In a PBL scenario, students achieve the dual goals of knowledge construction and skills enhancement through the entire process of independently identifying problems, designing solutions, implementing projects, and reflecting on their experiences.

[0003] With the development of artificial intelligence technology, teaching support systems based on Large Language Models (LLMs) are gradually becoming more common in Project-Based Learning (PBL) scenarios. These systems, by integrating knowledge bases, reasoning engines, and interactive interfaces, can quickly respond to student needs and provide various forms of guidance, including answer explanations, logical deductions, and concept explanations. However, existing technologies generally adopt a lecture-based guidance model, where the system provides learning support by directly outputting answers, complete reasoning processes, or ready-made concept explanations. While prioritizing efficiency, this model carries the risk of deviating from the essence of PBL and, in the long run, reducing students' adaptability and creativity when facing complex problems. Summary of the Invention

[0004] This invention provides an intelligent auxiliary teaching method, device, and teaching platform for project-based learning, which realizes personalized matching of auxiliary teaching for learners and effectively enhances the individual learner's sense of participation and achievement.

[0005] This invention provides an intelligent auxiliary teaching method for project-based learning, the method comprising: A project-based learning task is acquired and broken down into multiple phased goals with a preset order, each phased goal including multiple sub-goals. When a learner completes a current phased goal, the historical dialogues formed by the learner during the completion of that phased goal are acquired. These historical dialogues are interactions between the learner and a pre-set teammate agent, which assists the learner in completing the current phased goal. The learner's learning ability is assessed based on these historical dialogues. The level of detail in the guidance plan for assisting the learner in completing subsequent phased goals is adjusted according to the learner's learning ability. These subsequent phased goals are the next phase after the current phased goal.

[0006] According to an intelligent assisted teaching method for project-based learning provided by the present invention, after adjusting the level of detail of the guidance scheme to assist the learner in completing the subsequent stage goal, the method further includes: forming an adjusted guidance scheme for the subsequent stage goal based on the level of detail of the guidance scheme for the subsequent stage goal; and guiding the learner to interact with the teammate agent based on the adjusted guidance scheme to complete the subsequent stage goal.

[0007] According to the intelligent assisted teaching method for project-based learning provided by the present invention, after adjusting the level of detail of the guidance scheme to assist the learner in completing the subsequent stage goal, the method further includes: taking the subsequent stage goal as the current stage goal, and repeatedly executing the steps of obtaining the historical dialogue steps formed by the learner in completing the current stage goal, and adjusting the level of detail of the guidance scheme to assist the learner in completing the subsequent stage goal according to the learner's learning ability, until the learner completes the pending project-based learning task.

[0008] According to an intelligent assisted teaching method for project-based learning provided by the present invention, before judging the learner's learning ability based on the historical dialogue, the method further includes: invoking a pre-set instructor intelligent agent, wherein the instructor intelligent agent is an intelligent agent used to provide personalized guidance to the learner to complete the project-based learning task to be processed according to the learner's learning ability; the judgment of the learner's learning ability based on the historical dialogue includes: judging the learner's learning ability based on the instructor intelligent agent through the historical dialogue.

[0009] According to an intelligent assisted teaching method for project-based learning provided by the present invention, determining whether a learner has completed the current stage goal is achieved by: determining the completion status of each sub-goal of the current stage goal; and determining that the learner has completed the current stage goal if all sub-goals are completed.

[0010] According to an intelligent auxiliary teaching method for project-based learning provided by the present invention, the completion of the sub-goal is determined by the following method: determining the responsible role for completing the sub-goal, wherein the responsible role includes any one or more of the learner and the teammate intelligent agent; and determining the completion of the sub-goal when the responsible role confirms the completion of the sub-goal.

[0011] According to an intelligent auxiliary teaching method for project-based learning provided by the present invention, the responsible role for completing the sub-goal is determined in the following manner: when the project-based learning task to be processed is divided into multiple phased goals with a preset order, a responsible role is set for each sub-goal of the phased goals according to the user's instructions; based on the responsible role set for each sub-goal of the phased goals, the responsible role for completing the sub-goal is determined.

[0012] The present invention also provides an intelligent auxiliary teaching device for project-based learning, the device comprising: a splitting module, configured to acquire a project-based learning task to be processed and split the task into multiple phased objectives with a preset order, wherein each phased objective includes multiple sub-objectives; an acquisition module, configured to acquire, when the learner completes the current phased objective, the learner's historical dialogues formed during the completion of the current phased objective, wherein the historical dialogues are historical interactive dialogues formed between the learner and a pre-set teammate intelligent agent to complete the current phased objective, the teammate intelligent agent being an intelligent agent that assists the learner in completing the project-based learning task; a judgment module, configured to judge the learner's learning ability based on the historical dialogues; and an adjustment module, configured to adjust the level of detail of the guidance scheme to assist the learner in completing subsequent phased objectives according to the learner's learning ability, wherein the subsequent phased objective is the next phased objective after the current phased objective.

[0013] The present invention also provides a teaching platform, the teaching platform comprising: a teammate agent, the teammate agent being used to assist learners in completing pending project-based learning tasks; a mentor agent, the mentor agent being used to provide personalized guidance to learners in completing pending project-based learning tasks based on their learning abilities; and a processor, the processor being used to execute any one of the intelligent auxiliary teaching methods for project-based learning.

[0014] The present invention also provides an electronic device, including a memory, a processor, and a computer program stored in the memory and executable on the processor, wherein the processor executes the computer program to implement the intelligent auxiliary teaching method for project-based learning as described above.

[0015] The present invention also provides a non-transitory computer-readable storage medium having a computer program stored thereon, which, when executed by a processor, implements the intelligent auxiliary teaching method for project-based learning as described above.

[0016] The present invention also provides a computer program product, including a computer program that, when executed by a processor, implements an intelligent auxiliary teaching method for project-based learning as described above.

[0017] This invention provides an intelligent auxiliary teaching method, device, and teaching platform for project-based learning. The method includes: acquiring a project-based learning task to be processed and breaking it down into multiple phased goals with a preset order; acquiring the learner's historical dialogues formed during the completion of the current phased goal; judging the learner's learning ability based on the historical dialogues; and adjusting the level of detail in the guidance plan to assist the learner in completing the subsequent phased goals according to the learner's learning ability. This achieves personalized auxiliary teaching for learners, effectively enhancing individual learners' sense of participation and achievement. Attached Figure Description

[0018] To more clearly illustrate the technical solutions in this 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 some embodiments of this invention. For those skilled in the art, other drawings can be obtained from these drawings without creative effort.

[0019] Figure 1 This is one of the flowcharts of the intelligent auxiliary teaching method for project-based learning provided by this invention.

[0020] Figure 2 This is the second flowchart of the intelligent auxiliary teaching method for project-based learning provided by this invention.

[0021] Figure 3 This is a schematic diagram of the structure of the intelligent auxiliary teaching device for project-based learning provided by the present invention.

[0022] Figure 4 This is a schematic diagram of the structure of the electronic device provided by the present invention. Detailed Implementation

[0023] To make the objectives, technical solutions, and advantages of this invention clearer, the technical solutions of this invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some, not all, of the embodiments of this invention. All other embodiments obtained by those skilled in the art based on the embodiments of this invention without creative effort are within the scope of protection of this invention.

[0024] This invention provides an intelligent auxiliary teaching method for project-based learning, which effectively solves problems such as insufficient personalized support for learners in online learning, excessive intervention by teachers and intelligent agents, and insufficient realism of project experience.

[0025] Figure 1 This is one of the flowcharts of the intelligent auxiliary teaching method for project-based learning provided by this invention.

[0026] The following will combine Figure 1 The process of the intelligent auxiliary teaching method for project-based learning provided by this invention is described.

[0027] In an exemplary embodiment of the present invention, combined with Figure 1 As can be seen, the intelligent auxiliary teaching method for project-based learning can include steps 110 to 140, and each step will be introduced below.

[0028] In step 110, the project-based learning task to be processed is obtained and the project-based learning task to be processed is broken down into multiple phased goals with a preset order, wherein each phased goal includes multiple sub-goals.

[0029] In one embodiment, a project-based learning task to be processed can be obtained first, and the project-based learning task to be processed can be divided into multiple phased goals with a preset order according to preset requirements, such as phased goal A, phased goal B, and phased goal C. Each phased goal further includes multiple sub-goals. If all sub-goals are achieved, it can be determined that the phased goal is completed. If all phased goals are completed in a preset order, it can be determined that the project-based learning task to be processed is completed.

[0030] In step 120, when the learner completes the current stage goal, the historical dialogue formed by the learner in completing the current stage goal is obtained. The historical dialogue is the historical interactive dialogue formed between the learner and the pre-set teammate intelligent agent in order to complete the current stage goal. The teammate intelligent agent is an intelligent agent that assists the learner in completing the project-based learning task to be processed.

[0031] In one embodiment, the learner continuously interacts with a pre-set teammate agent to collaboratively complete the current stage goal. Assume the learner has just completed stage goal A. During this process, all discussions, questions, and dialogues with the teammate agent regarding the completion of this current stage goal are recorded. At this point, all historical interactions and dialogues formed to complete stage goal A are retrieved.

[0032] In step 130, the learner's learning ability is determined based on the historical dialogue.

[0033] In another embodiment, natural language processing and machine learning models can be used to analyze historical dialogues to determine the learner's learning ability. The analysis dimensions may include comprehension ability, independent problem-solving ability, knowledge integration ability, and execution efficiency.

[0034] Furthermore, by combining the above dimensions, learners' abilities can be quantified into an ability index, which makes it easier to judge learners' learning abilities based on the ability index.

[0035] In step 140, the level of detail in the guidance plan to help learners achieve subsequent stage goals is adjusted according to the learner's learning ability, wherein the subsequent stage goal is the next stage goal after the current stage goal.

[0036] In another embodiment, the level of detail in the guidance plan to assist the learner in achieving the next stage goal, namely stage goal B, can be dynamically adjusted based on the learner's assessed learning ability. In one example, if the learner is determined to be highly capable, the level of detail in the guidance plan can be reduced; if the learner is determined to be less capable, the level of detail in the guidance plan can be increased.

[0037] Understandably, after each phase of project-based learning is completed, the learner's abilities are reassessed based on their "real performance record" (historical dialogue) of interacting with teammates in the previous phase, and the level of assistance and guidance in the next phase is adjusted in a personalized manner, thereby achieving adaptive teaching support.

[0038] Existing technologies often provide static, uniform guidance schemes, which cannot adapt to the dynamic differences in abilities among learners. In this embodiment, by analyzing the learner's historical dialogues generated during the actual task completion process—a data source that best reflects their comprehensive abilities (such as comprehension, practice, and communication)—the learning ability is dynamically assessed, and the level of detail in subsequent guidance schemes is adjusted in real time accordingly. This transforms teaching aids from a one-size-fits-all approach to a tailored approach, achieving highly personalized learning path support.

[0039] This invention provides an intelligent assisted teaching method for project-based learning. The method includes: acquiring a project-based learning task to be processed and breaking it down into multiple phased goals with a preset order; acquiring the learner's historical dialogues formed during the completion of the current phased goal; judging the learner's learning ability based on the historical dialogues; and adjusting the level of detail in the guidance plan to assist the learner in completing the subsequent phased goals according to the learner's learning ability. This achieves personalized assisted teaching for learners, effectively enhancing individual learners' sense of participation and achievement.

[0040] Figure 2 This is the second flowchart of the intelligent auxiliary teaching method for project-based learning provided by this invention.

[0041] The following will combine Figure 2 The process of another intelligent auxiliary teaching method for project-based learning provided by this invention will be described.

[0042] In an exemplary embodiment of the present invention, combined with Figure 2 As can be seen, after adjusting the level of detail in the guidance plan to assist learners in achieving the goals of the later stages (corresponding to step 140), the intelligent assisted teaching method for project-based learning can also include steps 210 and 220, which will be introduced below: In step 210, an adjusted guidance plan for the subsequent phase objectives is formulated based on the level of detail in the guidance plan for the subsequent phase objectives.

[0043] In one embodiment, an adjusted guidance plan for the subsequent stage objective (stage objective B) can be formed based on the level of detail in the guidance plan for that stage objective. If it is determined that the level of detail in the guidance plan for stage objective B needs to be increased, during application, the baseline guidance plan preset for stage objective B will be instantiated, populated, and structurally enhanced according to the instruction to increase the level of detail, generating an adjusted guidance plan. Increasing the level of detail in the guidance plan for stage objective B can be reflected in more detailed decomposition steps, richer supporting materials, more proactive questioning and checkpoints, and a more specific dialogue script framework, etc. If it is determined that the level of detail in the guidance plan for stage objective B needs to be decreased, during application, the baseline guidance plan preset for stage objective B will be instantiated, populated, and structurally weakened according to the instruction to decrease the level of detail, generating an adjusted guidance plan.

[0044] In step 220, based on the adjusted guidance scheme, the learner is guided to interact with teammate agents to complete the subsequent phase objectives.

[0045] In another embodiment, the learner begins learning stage B. At this point, the interactive behavior of the teammate agent and the guiding behavior of the mentor agent are strictly regulated by the adjusted guidance scheme to ensure that the learner interacts with the teammate agent based on the adjusted scheme, thereby completing the subsequent stage goal (stage B).

[0046] In this embodiment, the preference for a level of detail that is dynamically adjusted based on the learner's historical ability is transformed into a specific and executable adjusted guidance scheme. This scheme is then used to control the content and manner of the dialogue between the teammate agent and the learner in real time, thereby ensuring that the personalized assistance strategy is accurately executed in the actual interactive learning process.

[0047] In yet another exemplary embodiment of the present invention, continuing with the previously described embodiments as an example, after adjusting the level of detail in the guidance scheme for assisting learners in completing later-stage goals (corresponding to step 140), the intelligent assisted teaching method for project-based learning may further include the following steps: The subsequent phase goal will be used as the current phase goal. The process will be repeated, taking into account the learner's historical dialogue steps as they complete the current phase goal. The level of detail in the guidance plan to help the learner complete the subsequent phase goal will be adjusted according to the learner's learning ability, until the learner completes the pending project-based learning task.

[0048] In one embodiment, after a learner completes stage goal B under the guidance of the adjusted guidance scheme for the subsequent stage goal, the subsequent stage goal (i.e., the completed goal B) can be used as the new current stage goal. Then, the process of retrieving the learner's historical dialogue steps (corresponding to step 120) as the learner completes the current stage goal is repeated, until the learner adjusts the level of detail in the guidance scheme to assist the learner in completing the subsequent stage goal based on the learner's learning ability (corresponding to step 140), until the learner completes the pending project-based learning task.

[0049] During application, the system can acquire all historical dialogues between the learner and their teammate agents while the learner is completing a new current stage goal, i.e., goal B. Analyzing these historical dialogues in stage B allows for the assessment of new ability dimensions demonstrated by the learner in that stage. Based on this new assessment of the learner's abilities in stage B, the system adjusts the level of detail in its guidance to assist the learner in completing the next new "subsequent stage goal" (i.e., stage goal C). Understandably, this process is repeated, forming a continuous, adaptive assistance loop that accompanies the entire project cycle until the learner completes all the pre-set stage goals of the project-based learning task.

[0050] In this embodiment, instead of being limited to single or occasional adjustments, a continuous adaptation mechanism covering the entire project from start to finish is established by automatically converting each completed stage into the starting point for a new round of evaluation. This ensures that the intelligent assistance can closely follow the learner's ability evolution trajectory in the long and complex project practice, providing guidance that best matches their current state at any given time, achieving truly personalized learning support throughout the entire process.

[0051] In yet another exemplary embodiment of the present invention, the preceding text continues... Figure 1 The above embodiment will be used as an example for illustration. Before judging the learner's learning ability based on the dialogue (corresponding to step 130), the intelligent assisted teaching method for project-based learning may also include the following steps: Invoke a pre-set mentor agent, which is an agent used to provide personalized guidance to learners to complete pending project-based learning tasks based on their learning abilities; The step of judging learners' learning abilities based on historical dialogues (corresponding to step 130) can be implemented in the following way: The instructor agent assesses a learner's learning ability based on historical dialogues.

[0052] In one embodiment, a pre-defined mentor agent can be invoked before assessing a learner's ability based on historical dialogues. Unlike teammate agents, which primarily act as collaborators and directly assist in achieving specific task objectives, the mentor agent is pre-defined as an expert in instructional evaluation. Its core responsibility is to observe and analyze the learner's overall performance and to conduct a professional and structured diagnosis and assessment of their learning abilities, rather than directly participating in the execution of project tasks. It acts more like a coach or supervisor behind the scenes. Once a stage objective is achieved and the corresponding historical dialogue data is available, the system's workflow logic invokes this mentor agent, which is specifically responsible for evaluation, and provides the historical dialogue data for that stage as the primary input.

[0053] In another embodiment, the instructor agent can perform the ability assessment, that is, determine the learner's learning ability based on historical dialogues. After receiving historical dialogue data, the instructor agent uses its built-in assessment model (e.g., integrating educational psychology models, multi-dimensional ability evaluation frameworks, etc.) to conduct in-depth analysis of the dialogues. After completing the analysis, the instructor agent outputs a structured learning ability assessment report, which can then be used to determine the learner's learning ability.

[0054] In this embodiment, by establishing an independent mentor agent dedicated to competency assessment, separate from the collaborative assistance function of teammate agents, the role conflicts and assessment biases that may result from a single agent performing multiple functions are avoided. The mentor agent can integrate more professional and objective educational assessment models, focusing on extracting competency features from dialogue without being influenced by the pressure of completing specific tasks. This results in a more accurate, in-depth, and structured assessment of learners' learning abilities, providing a more reliable professional basis for personalized adjustments.

[0055] In yet another exemplary embodiment of the present invention, continuing with the previously described embodiments, determining that a learner has completed the current stage goal can be achieved in the following manner: Determine the completion status of each sub-objective of the current phase goal; Once all sub-goals are achieved, the learner is determined to have completed the current stage goal.

[0056] In one embodiment, the completion status of each sub-objective of the phased objective can be determined.

[0057] Furthermore, the completion status of all the above sub-goals is continuously monitored or periodically checked. When all sub-goals are marked as "completed," the system logic is triggered to determine that the learner has completed the current stage goal.

[0058] In this embodiment, by breaking down a macroscopic stage goal into multiple specific and verifiable sub-goals, the originally subjective and vague stage completion judgment is transformed into an objective verification of the completion status of a series of specific and discrete tasks. The completion conditions of each sub-goal are usually clear and can be detected automatically or semi-automatically by the system. This greatly reduces the intervention of subjective judgment, making the key decision point of stage completion standardized, automated, and reproducible, thereby improving the reliability and fairness of system operation.

[0059] In yet another exemplary embodiment of the present invention, continuing with the previously described embodiments, determining that a sub-target is completed can be achieved in the following manner: Determine the responsible roles for completing the sub-goals, where the responsible roles include any one or more of the learner and teammate agents; Once the person responsible for completing the sub-goal confirms that the sub-goal has been completed, the sub-goal is deemed complete.

[0060] In one embodiment, a designated role can be preset for each sub-goal. This role can be any one of a learner, a teammate agent, or a combination of both (several types). The completion of a sub-goal ultimately requires confirmation from its designated role.

[0061] During the application process, once all sub-goals have been confirmed by their respective pre-defined responsible roles, the system comprehensively determines that the phased goals have been completed, thereby triggering subsequent evaluation and adaptive adjustment processes.

[0062] In one embodiment, to ensure the authenticity of team collaboration, each sub-goal is required to specify the responsible role and potential supporting roles for each task. Only the responsible role is allowed to determine whether the current task has been completed. Collaborators can accompany the development process. When a role does not belong to either, the agent playing that role can only provide ideas and discussions, but is not allowed to participate in the implementation.

[0063] In yet another exemplary embodiment of the present invention, continuing with the previously described embodiments, the responsible role for completing the sub-objective can be determined in the following manner: When the project-based learning task to be processed is broken down into multiple phased goals with a preset order, a responsible role is assigned to each sub-goal of the phased goal according to the user's instructions. Based on assigning responsible roles to each sub-goal of the phased objective, the responsible roles for completing the sub-goals are determined.

[0064] In one embodiment, during the course design or task initialization phase, after the project-based learning task to be processed is broken down into multiple phased goals with a preset order and their respective sub-goals, a responsible role can be assigned to each sub-goal of each phased goal according to the instructions of the user (such as a teacher or instructional designer).

[0065] When learners begin learning in this project and progress to specific sub-goals, the responsible role for completing the current sub-goal will be determined based on the responsible roles set for each sub-goal of the phased goal.

[0066] As described above, this invention provides an intelligent auxiliary teaching method for project-based learning, which achieves dynamic adaptability to learners in large-scale online education environments, effectively enhancing individual learners' sense of participation and achievement. It can accurately define the responsibilities of different roles, making the interaction between agents more structured and task-oriented, simulating the collaborative process of a real team, thereby enhancing students' project experience and collaborative awareness. By analyzing the interaction history between students and agents, the instructor agent can assess learners' levels in real time and dynamically adjust task difficulty, supporting a progressive and personalized teaching path and improving teaching adaptability. This intelligent auxiliary teaching method for project-based learning differs from traditional AI tutoring systems that directly output answers. It restricts direct intervention of agents in tasks, emphasizes role permissions and task boundaries, and effectively protects learners' exploration space and autonomy in project progress.

[0067] The intelligent auxiliary teaching device for project-based learning provided by the present invention will be described below. The intelligent auxiliary teaching device for project-based learning described below can be referred to in correspondence with the intelligent auxiliary teaching method for project-based learning described above.

[0068] Figure 3 This is a schematic diagram of the structure of the intelligent auxiliary teaching device for project-based learning provided by the present invention.

[0069] The following will combine Figure 3 The structure of the intelligent auxiliary teaching device for project-based learning provided by this invention will be described.

[0070] In an exemplary embodiment of the present invention, combined with Figure 3 As can be seen, the intelligent auxiliary teaching device for project-based learning may include a splitting module 310, an acquisition module 320, a judgment module 330, and an adjustment module 340. Each module will be introduced below.

[0071] The splitting module 310 can be configured to acquire a project-based learning task to be processed and split the project-based learning task to be processed into multiple phased goals with a preset order, wherein each phased goal includes multiple sub-goals. The acquisition module 320 can be configured to acquire the historical dialogue formed by the learner in completing the current stage goal when the learner completes the current stage goal. The historical dialogue is the historical interactive dialogue formed between the learner and a pre-set teammate intelligent agent in order to complete the current stage goal. The teammate intelligent agent is an intelligent agent that assists the learner in completing the project-based learning task to be processed. The judgment module 330 can be configured to judge the learner's learning ability based on the historical dialogue; The adjustment module 340 can be configured to adjust the level of detail of the guidance scheme to assist the learner in achieving a subsequent stage goal based on the learner's learning ability, wherein the subsequent stage goal is the next stage goal after the current stage goal.

[0072] In an exemplary embodiment of the present invention, the adjustment module 340 may further be configured to: Based on the level of detail in the guidance plan for the later-stage objectives, an adjusted guidance plan for the later-stage objectives is formulated. Based on the adjusted guidance scheme, the learner is guided to interact with the teammate agent to complete the subsequent phase goal.

[0073] In an exemplary embodiment of the present invention, the adjustment module 340 may further be configured to: The subsequent stage goal is taken as the current stage goal, and the process is repeated, from obtaining the learner's historical dialogue steps under the current stage goal to adjusting the level of detail of the guidance plan to help the learner complete the subsequent stage goal according to the learner's learning ability, until the learner completes the pending project-based learning task.

[0074] In an exemplary embodiment of the present invention, the determination module 330 may further be configured to: Invoke a pre-set mentor agent, wherein the mentor agent is an agent used to provide personalized guidance to the learner in completing the project-based learning task based on the learner's learning ability; The judgment module 330 can determine the learner's learning ability based on the historical dialogue in the following ways: The instructor agent determines the learner's learning ability based on the historical dialogues.

[0075] In an exemplary embodiment of the present invention, the acquisition module 320 may determine that the learner has completed the current stage goal in the following manner: Determine the completion status of each sub-objective of the current stage objective; If all the sub-goals are completed, the learner is determined to have completed the current stage goal.

[0076] In an exemplary embodiment of the present invention, the acquisition module 320 may determine the completion of the sub-target in the following manner: Determine the responsible role for completing the sub-goal, wherein the responsible role includes any one or more of the learner and the teammate agent; If the person responsible for completing the sub-objective confirms that the sub-objective has been completed, then the sub-objective is determined to be completed.

[0077] In an exemplary embodiment of the present invention, the acquisition module 320 may determine the responsible role for completing the sub-objective in the following manner: When the project-based learning task to be processed is broken down into multiple phased goals with a preset order, a responsible role is assigned to each sub-goal of the phased goal according to the user's instructions. Based on assigning responsible roles to each of the sub-goals of the aforementioned phased objectives, the responsible roles for completing the sub-goals are determined.

[0078] Based on the same inventive concept, the present invention also provides a teaching platform, which will be described below with reference to the following embodiments.

[0079] In an exemplary embodiment of the present invention, the teaching platform includes a teammate agent, a mentor agent, and a processor. The modules will be described below: Teammate agents are used to assist learners in completing pending project-based learning tasks. The instructor agent is used to provide personalized guidance to learners in completing pending project-based learning tasks based on their learning abilities. The processor is used to execute any of the intelligent assisted teaching methods for project-based learning described above.

[0080] This embodiment enables personalized matching of supplementary teaching for learners, effectively enhancing learners' sense of participation and achievement.

[0081] Figure 4 An example is a schematic diagram of the physical structure of an electronic device, such as... Figure 4 As shown, the electronic device may include: a processor 410, a communications interface 420, a memory 430, and a communications bus 440, wherein the processor 410, the communications interface 420, and the memory 430 communicate with each other through the communications bus 440. The processor 410 can call logic instructions in the memory 430 to execute an intelligent assisted teaching method for project-based learning. This method includes: acquiring a project-based learning task to be processed and breaking it down into multiple phased objectives with a preset order, wherein each phased objective includes multiple sub-objectives; acquiring historical dialogues formed by the learner in completing the current phased objective, wherein the historical dialogues are historical interactive dialogues formed between the learner and a pre-set teammate agent to complete the current phased objective, and the teammate agent is an agent that assists the learner in completing the project-based learning task; judging the learner's learning ability based on the historical dialogues; and adjusting the level of detail of the guidance scheme to assist the learner in completing subsequent phased objectives according to the learner's learning ability, wherein the subsequent phased objective is the next phased objective after the current phased objective.

[0082] Furthermore, the logical instructions in the aforementioned memory 430 can be implemented as software functional units and, when sold or used as independent products, can be stored in a computer-readable storage medium. Based on this understanding, the technical solution of the present invention, or the part that contributes to the prior art, or a part of the technical solution, can be embodied in the form of a software product. This computer software product is stored in a storage medium and includes several instructions to cause a computer device (which may be a personal computer, server, or network device, etc.) to execute all or part of the steps of the methods described in the various embodiments of the present invention. The aforementioned storage medium includes various media capable of storing program code, such as USB flash drives, portable hard drives, read-only memory (ROM), random access memory (RAM), magnetic disks, or optical disks.

[0083] On the other hand, the present invention also provides a computer program product, which includes a computer program that can be stored on a non-transitory computer-readable storage medium. When the computer program is executed by a processor, the computer can execute the intelligent auxiliary teaching method for project-based learning provided by the above methods. The method includes: acquiring a project-based learning task to be processed and breaking down the project-based learning task to be processed into multiple phased goals with a preset order, wherein each phased goal includes multiple sub-goals; when the learner completes the current phased goal, acquiring the historical dialogue formed by the learner in completing the current phased goal, wherein the historical dialogue is a historical interactive dialogue formed by the learner and a pre-set teammate intelligent agent to complete the current phased goal, and the teammate intelligent agent is an intelligent agent that assists the learner in completing the project-based learning task to be processed; judging the learner's learning ability based on the historical dialogue; and adjusting the level of detail of the guidance scheme to assist the learner in completing the subsequent phased goal according to the learner's learning ability, wherein the subsequent phased goal is the next phased goal after the current phased goal.

[0084] In another aspect, the present invention also provides a non-transitory computer-readable storage medium storing a computer program thereon, which, when executed by a processor, implements the intelligent assisted teaching method for project-based learning provided by the methods described above. This method includes: acquiring a project-based learning task to be processed, and breaking down the task into multiple phased objectives with a preset order, wherein each phased objective includes multiple sub-objectives; acquiring historical dialogues formed by the learner in completing the current phased objective, wherein the historical dialogues are historical interactive dialogues formed between the learner and a pre-set teammate agent to complete the current phased objective, and the teammate agent is an agent that assists the learner in completing the project-based learning task; judging the learner's learning ability based on the historical dialogues; and adjusting the level of detail of the guidance scheme to assist the learner in completing subsequent phased objectives according to the learner's learning ability, wherein the subsequent phased objective is the next phased objective after the current phased objective.

[0085] The device embodiments described above are merely illustrative. The units described as separate components may or may not be physically separate. The components shown as units may or may not be physical units; that is, they may be located in one place or distributed across multiple network units. Some or all of the modules can be selected to achieve the purpose of this embodiment according to actual needs. Those skilled in the art can understand and implement this without any creative effort.

[0086] Through the above description of the embodiments, those skilled in the art can clearly understand that each embodiment can be implemented by means of software plus necessary general-purpose hardware platforms, and of course, it can also be implemented by hardware. Based on this understanding, the above technical solutions, in essence or the part that contributes to the prior art, can be embodied in the form of a software product. This computer software product can be stored in a computer-readable storage medium, such as ROM / RAM, magnetic disk, optical disk, etc., and includes several instructions to cause a computer device (which may be a personal computer, server, or network device, etc.) to execute the methods described in the various embodiments or some parts of the embodiments.

[0087] Finally, it should be noted that the above embodiments are only used to illustrate the technical solutions of the present invention, and not to limit them; although the present invention has been described in detail with reference to the foregoing embodiments, those skilled in the art should understand that modifications can still be made to the technical solutions described in the foregoing embodiments, or equivalent substitutions can be made to some of the technical features; and these modifications or substitutions do not cause the essence of the corresponding technical solutions to deviate from the spirit and scope of the technical solutions of the embodiments of the present invention.

Claims

1. An intelligent auxiliary teaching method for project-based learning, characterized in that, The method includes: Obtain the project-based learning task to be processed, and break down the project-based learning task to be processed into multiple phased goals with a preset order, wherein each phased goal includes multiple sub-goals; When a learner completes the current stage goal, the historical dialogue formed by the learner in completing the current stage goal is obtained. The historical dialogue is the historical interactive dialogue formed between the learner and a pre-set teammate agent in order to complete the current stage goal. The teammate agent is an agent that assists the learner in completing the project-based learning task to be processed. The learner's learning ability is determined based on the historical dialogue. Based on the learner's learning ability, the level of detail in the guidance plan to assist the learner in achieving the next stage goal is adjusted, wherein the next stage goal is the next stage goal after the current stage goal.

2. The intelligent assisted teaching method for project-based learning according to claim 1, characterized in that, After adjusting the level of detail in the guidance scheme to assist the learner in achieving the goals of the later stages, the method further includes: Based on the level of detail in the guidance plan for the later-stage objectives, an adjusted guidance plan for the later-stage objectives is formulated. Based on the adjusted guidance scheme, the learner is guided to interact with the teammate agent to complete the subsequent phase goal.

3. The intelligent assisted teaching method for project-based learning according to claim 1 or 2, characterized in that, After adjusting the level of detail in the guidance scheme to assist the learner in achieving the goals of the later stages, the method further includes: The subsequent stage goal is taken as the current stage goal, and the process is repeated, from obtaining the learner's historical dialogue steps under the current stage goal to adjusting the level of detail of the guidance plan to help the learner complete the subsequent stage goal according to the learner's learning ability, until the learner completes the pending project-based learning task.

4. The intelligent assisted teaching method for project-based learning according to claim 1, characterized in that, Before determining the learner's learning ability based on the historical dialogue, the method further includes: Invoke a pre-set mentor agent, wherein the mentor agent is an agent used to provide personalized guidance to the learner in completing the project-based learning task based on the learner's learning ability; The method of judging the learner's learning ability based on the historical dialogue includes: The instructor agent determines the learner's learning ability based on the historical dialogues.

5. The intelligent assisted teaching method for project-based learning according to claim 1, characterized in that, The learner's completion of the current stage goal is determined in the following manner: Determine the completion status of each sub-objective of the current stage objective; If all the sub-goals are completed, the learner is determined to have completed the current stage goal.

6. The intelligent assisted teaching method for project-based learning according to claim 5, characterized in that, The completion of the sub-objective is determined in the following manner: Determine the responsible role for completing the sub-goal, wherein the responsible role includes any one or more of the learner and the teammate agent; If the person responsible for completing the sub-objective confirms that the sub-objective has been completed, then the sub-objective is determined to be completed.

7. The intelligent assisted teaching method for project-based learning according to claim 6, characterized in that, The responsible roles for completing the sub-goals are determined in the following manner: When the project-based learning task to be processed is broken down into multiple phased goals with a preset order, a responsible role is assigned to each sub-goal of the phased goal according to the user's instructions. Based on assigning responsible roles to each of the sub-goals of the aforementioned phased objectives, the responsible roles for completing the sub-goals are determined.

8. An intelligent auxiliary teaching device for project-based learning, characterized in that, The device includes: The splitting module is used to acquire the project-based learning task to be processed and split the project-based learning task to be processed into multiple phased goals with a preset order, wherein each phased goal includes multiple sub-goals; The acquisition module is used to acquire the historical dialogues formed by the learner in completing the current stage goal when the learner completes the current stage goal. The historical dialogues are the historical interactive dialogues formed by the learner and the pre-set teammate intelligent agent in order to complete the current stage goal. The teammate intelligent agent is an intelligent agent that assists the learner in completing the project-based learning task to be processed. The judgment module is used to judge the learner's learning ability based on the historical dialogue; An adjustment module is used to adjust the level of detail in the guidance plan to assist the learner in achieving the next stage goal based on the learner's learning ability, wherein the next stage goal is the next stage goal after the current stage goal.

9. A teaching platform, characterized in that, The teaching platform includes: Teammate agent, which is used to assist learners in completing pending project-based learning tasks; A mentor agent is used to provide personalized guidance to learners on completing pending project-based learning tasks based on their learning abilities. A processor for executing the intelligent assisted teaching method for project-based learning as described in any one of claims 1 to 7.

10. A non-transitory computer-readable storage medium having a computer program stored thereon, characterized in that, When the computer program is executed by the processor, it implements the intelligent assisted teaching method for project-based learning as described in any one of claims 1 to 7.

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