A virtual simulation teaching method for helicopter ditching escape training

Abstract

The application discloses a kind of virtual simulation teaching methods for helicopter water escape training, it is related to simulation teaching field, comprising the following steps: S1, data acquisition builds system, while screening trainees;S2, to qualified trainees carry out single training, and grouping division of labour;S3, simulate the water condition and carry out grouping cooperative escape training, and strategy and scheme are formulated based on monitoring data;S4, according to strategy and scheme, carry out entity teaching operation in system, and carry out supplementary training comparison analysis;S5, based on the result of supplementary training comparison analysis, optimize and adjust virtual simulation teaching system to carry out comprehensive capability evaluation, and generate trainee ability report based on comprehensive capability evaluation result.The application is obtained by data, combined with three-dimensional virtual modeling technology, and the logic of the four core structures, key components and working conditions of the entity cabin are copied, and the virtual simulation teaching system is built by building interactive modules and fault emergency interactive nodes.

Description

Technical Field

[0001] This invention relates to the field of simulation teaching technology, and more specifically, to a virtual simulation teaching method for helicopter water escape training. Background Technology

[0002] With the continuous improvement of the size and combat capabilities of helicopter forces, waterborne operations such as flight training, near-shore duty, and cross-water missions are becoming increasingly common. The risk of helicopters falling into water due to complex hydrological and meteorological conditions, mechanical failures, and sudden emergencies has increased significantly. Pilots' underwater escape capabilities have become a core element of flight safety. As a specialized physical training equipment that simulates real water-fall conditions, the helicopter water escape training cabin, with its technical features of 360° full-attitude rotation, 0-10° tilt adjustment, and 5000mm underwater depth, as well as its core structural design of aerodynamic drive, braking, and single-arm crane hoisting, replicates the complex combat conditions of helicopters tilting, flipping, sinking, and inverting after a water-fall. It has become the core carrier for underwater escape training of helicopter pilots at present, and its supporting safety operation specifications and emergency response procedures have also become the standard basis for underwater escape training.

[0003] However, existing virtual simulation teaching methods for helicopter water escape training lack scientific rigor and fidelity in modeling. They fail to accurately replicate the core technical parameters, four core structures, key component dimensions, aerodynamic drive pressure thresholds, and emergency braking rules of the actual training cabin. The action logic and operating procedures of the virtual working conditions deviate significantly from those of the actual operation, resulting in poor integration between virtual and physical training. Consequently, the virtual operation skills of trainees cannot be effectively transformed into physical operation capabilities.

[0004] No effective solutions have yet been proposed to address the problems in the relevant technologies. Summary of the Invention

[0005] In response to the problems in related technologies, this invention proposes a virtual simulation teaching method for helicopter water escape training, in order to overcome the aforementioned technical problems existing in the existing related technologies.

[0006] To achieve the above objectives, the specific technical solution adopted by the present invention is as follows: A virtual simulation teaching method for helicopter water escape training includes the following steps: S1. Obtain the technical parameters, safe operation procedures and emergency response data of the helicopter water escape training cabin, build a virtual simulation teaching system for the working conditions of the actual training cabin, and organize trainees to complete the theoretical assessment and physical condition screening of helicopter water escape, and screen out qualified trainees and their physical parameters. As a preferred solution, the steps of acquiring the technical parameters, safe operating procedures, and emergency response data of the helicopter water escape training cabin, building a virtual simulation teaching system for the actual training cabin's working conditions, and simultaneously organizing trainees to complete theoretical assessments and physical condition screenings for helicopter water escape, and selecting qualified trainees and their physical parameters, include the following steps: S11. Obtain the number of passengers, take-off and landing speed, roll angle and underwater descent depth of the helicopter water escape training cabin as core technical parameters, and compile the training cabin's empty and loaded operation process, safety protection configuration, safety operation procedures for emergency shutdown, and emergency response data for braking and air circuit failure handling. S12. Based on core technical parameters, safe operating procedures and emergency response data, a virtual simulation teaching system consistent with the actual working conditions is constructed using three-dimensional virtual modeling. As a preferred embodiment, the virtual simulation teaching system that replicates real-world working conditions using 3D virtual modeling, based on core technical parameters, safe operating procedures, and emergency response data, includes the following steps: S121. Based on the dimensional parameters of the four core structures of the physical training cabin—single-arm crane, training cabin, tilting drive system, and braking system—as well as the key components such as the skeleton, circular track, pneumatic motor, and reducer, a three-dimensional physical model is built, and the crane components and training cabin structure are reproduced. S122. Import the core operating parameters of the training cabin structure, replicate the working action logic of lifting speed, tilting angle, boom rotation and underwater descent depth, and match the equipment operation rules of the air pressure threshold in the pneumatic drive system and the emergency braking response in the braking system. S123. Embed the equipment operation rules into the safety operation specification logic of the physical training cabin, build an interactive module for operation, and set standardized operation steps. S124. Based on emergency response data, build fault emergency interaction nodes, and input standardized operating procedures, equipment operation rules and fault emergency interaction nodes into a three-dimensional solid model to generate a virtual simulation teaching system.

[0007] S13. Organize trainees to complete a theoretical knowledge assessment on helicopter water escape, including equipment operation procedures, emergency escape procedures, and underwater safety protection requirements, and remove those who fail the theoretical assessment. S14. Screen the physical condition and limb function of those who pass the theoretical examination, exclude those whose physical condition does not meet the preset requirements, and collect and record the physical parameters such as physical fitness and limb coordination of qualified trainees.

[0008] S2. Conduct basic single-person escape operation training for qualified trainees in the virtual simulation teaching system, and divide the trainees into groups and assign tasks based on their physical parameters; As a preferred embodiment, the step of conducting basic individual escape operation training for qualified trainees in a virtual simulation teaching system, and grouping and assigning tasks to trainees based on their physical parameters, includes the following steps: S21. Conduct basic escape training for qualified trainees in the virtual simulation teaching system, including hatch operation, wearing emergency breathing equipment, using safety buckles, and underwater escape. S22. Collect data such as operational proficiency, completion time, and operational accuracy during basic escape operation training. S23. Based on the trainees' physical parameters and basic training performance, the trainees were grouped according to the pre-set escape job responsibilities of cabin operation, crane remote control, and emergency command. S24. Assign corresponding escape positions and collaborative operation tasks to trainees in different groups, clarify the job responsibilities of pneumatic drive and remote control equipment operation, and divide the work among groups.

[0009] S3. Based on the group assignments of the trainees, conduct group-based collaborative escape training by simulating conventional and extreme water fall scenarios in turn. Monitor individual operation data and team training data of the trainees in real time, and formulate replay and review strategies and targeted supplementary training plans based on the monitoring data. As a preferred option, the training, which simulates both conventional and extreme water-fall scenarios based on the group assignments of the trainees, includes the following steps: Real-time monitoring of individual and team operational data, and the development of replay and debriefing strategies and targeted retraining plans based on the monitoring data. S31. Based on the group division of labor, load the conventional water fall conditions of calm water surface, normal posture and small angle tilt into the virtual simulation teaching system, and organize the trainees to complete the basic group collaborative escape training including job coordination and basic equipment operation under the conventional water fall conditions. S32. After completing the basic group-based coordinated escape training, switch to extreme water-fall conditions such as overturning, side-climbing, water flow disturbance, and water ingress into the cabin to carry out high-difficulty group-based coordinated escape training. Maintain the continuity between regular water-fall and extreme water-fall training. Combine the braking system of the physical training cabin and the emergency response requirements for emergency shutdown to complete the full-scenario group-based coordinated escape drill.

[0010] S33. In the full-scenario grouped collaborative escape drill, the virtual simulation teaching system collects individual operation data and team training data in real time. Individual operation data includes operation actions, response time, operation accuracy rate and emergency equipment usage speed, while team training data includes job coordination, coordination efficiency and overall escape time. S34. Identify and locate abnormal nodes in individual operation data and team training data, and formulate a multi-dimensional replay and review strategy based on the problem location results, including training video playback and equipment operation data review, as well as targeted supplementary training plans for corresponding positions and personnel.

[0011] As a preferred embodiment, the process of identifying and locating abnormal nodes in individual operation data and team training data, and formulating a multi-dimensional replay and review strategy based on the problem location results, including training video playback and equipment operation data review, as well as targeted retraining plans for corresponding positions and personnel, includes the following steps: S341. Identify abnormal nodes in the collected individual operation data and team training data, and classify the problems into three categories: equipment operation error, job coordination deviation, and improper emergency response, and locate the specific responsible person, their job position, and the corresponding training condition. S342. Based on the specific responsible personnel, their positions and corresponding training conditions, formulate a multi-dimensional playback and review strategy that includes training video playback and equipment operation data review. Divide the review units according to the positions, extract the corresponding training video segments for abnormal nodes and retrieve the equipment operation parameter curves to carry out video playback review and curve data review. S343. Synchronously link the video playback review and curve data review with the standard operating parameters and safety operating procedures of the physical training cabin as a multi-dimensional review benchmark, and formulate targeted supplementary training plans for corresponding positions and personnel based on the multi-dimensional review benchmark to match their problem types.

[0012] S4. Organize trainees to conduct physical teaching operations in the virtual simulation teaching system based on the replay and review strategy and the targeted supplementary training plan, and conduct supplementary training comparison and analysis between the physical teaching operations and the replay and review strategy and the targeted supplementary training plan. As a preferred embodiment, the organization guides trainees to conduct physical teaching operations in a virtual simulation teaching system based on replay and review strategies and targeted retraining plans. The comparison and analysis of these physical teaching operations with the replay and review strategies and targeted retraining plans includes the following steps: S41. Organize trainees to review training replay videos and equipment operation data, and complete problem analysis and cause summary according to the replay review strategy; S42. Based on the targeted retraining plan, conduct physical teaching operations for the corresponding weak links in the virtual simulation teaching system, and focus on strengthening training in extreme working conditions, equipment operation procedures and team collaboration. S43. Collect operational data during the supplementary training process, and compare it item by item with the requirements of the supplementary training plan and the standard operating parameters of the physical training cabin. Based on the comparison results, analyze the improvement effect of operation accuracy, response time and team collaboration efficiency before and after supplementary training to obtain the supplementary training comparison analysis results.

[0013] As a preferred option, the process of collecting operational data during the retraining process and comparing it item by item with the requirements of the retraining plan and the standard operating parameters of the physical training cabin, and analyzing the improvement in operational accuracy, response time, and team collaboration efficiency before and after retraining based on the comparison results, includes the following steps: S431. Collect operational data in all dimensions during the supplementary training process, including the standardized operation execution rate of individual operations, emergency action response time, equipment usage accuracy rate, and the job coordination response time, collaborative operation completion rate, and overall escape time of team training, and store them in categories according to job position and training conditions. S432. Compare the supplementary training operation data with the preset goals of the supplementary training plan and the standard operating parameters of the physical training cabin item by item. At the same time, compare the operation data of the same person, the same position, and the same working conditions before and after the supplementary training, and quantitatively analyze the improvement in operation accuracy, the reduction in emergency response time, and the improvement in team collaboration efficiency. S433. Combining the results of item-by-item comparison and quantitative improvement, the supplementary training effect is divided into excellent, qualified and unqualified categories, and integrated to form a supplementary training comparison analysis result that includes data comparison details, deviation analysis and improvement effect evaluation.

[0014] S5. Optimize and adjust the virtual simulation teaching system based on the results of the supplementary training comparison analysis, conduct a comprehensive ability evaluation of the trainees based on the optimized and adjusted virtual simulation teaching system, and generate a trainee ability report based on the comprehensive ability evaluation results.

[0015] As a preferred embodiment, the process of optimizing and adjusting the virtual simulation teaching system based on the results of supplementary training comparison analysis, conducting a comprehensive ability evaluation of trainees based on the optimized and adjusted virtual simulation teaching system, and generating a trainee ability report based on the comprehensive ability evaluation results includes the following steps: S51. The operational deviations and equipment parameter matching errors found in the supplementary training comparison analysis are compared with the safety operation specifications of the physical training cabin, and the working parameters, equipment action logic, and operation judgment criteria of the virtual simulation teaching system are iteratively optimized. S52. Based on the optimized virtual simulation teaching system, a comprehensive ability evaluation index system is constructed from four dimensions: individual operation ability, job collaboration ability, emergency response ability and extreme working condition adaptability. The evaluation weight of each dimension is set in combination with the training focus and escape practice requirements of the physical training cabin. As a preferred option, the optimized virtual simulation teaching system constructs a comprehensive ability evaluation index system from four dimensions: individual operation ability, job collaboration ability, emergency response ability, and extreme working condition adaptability. The evaluation weights for each dimension are set in conjunction with the training focus and escape practice requirements of the physical training cabin, including the following steps: S521. Clearly define the core assessment elements for evaluating individual operational ability, job coordination ability, emergency response ability, and adaptability to extreme working conditions. Combine the training focus of the physical training cabin and the requirements for escape practice, and set the weights of the ability dimensions of adaptability to extreme working conditions, emergency response ability, job coordination ability, and individual operational ability. S522. Based on the standard operating parameters and safety operating procedures of the physical training cabin, and combined with the weight of the capability dimensions, quantitative scoring rules are formulated for each assessment element, and deduction and bonus items are clearly defined to build a comprehensive capability evaluation index system.

[0016] S53. Based on the evaluation index system, the individual operation data, team training data and supplementary training improvement data of the trainees are quantitatively scored and divided into three ability levels: excellent, qualified and needing improvement. S54. Based on the trainees' ability level, scores in each dimension, weak operational skills, and job suitability, generate a personalized trainee ability report that includes detailed training data, ability gap analysis, and job optimization suggestions.

[0017] The beneficial effects of this invention are as follows: 1. This invention acquires the full-dimensional core technical parameters, safety operation specifications, and emergency response data of a helicopter water escape training cabin. It then uses 3D virtual modeling technology to replicate the four core structures, key components, and operational logic of the actual cabin. Based on the equipment operation rules and safety operation specifications of the actual training cabin, it builds interactive modules and emergency response nodes to construct a virtual simulation teaching system consistent with the actual operating conditions. Simultaneously, through a dual screening mechanism of theoretical knowledge assessment and physical condition / limb function screening, qualified trainees are selected and their physical parameters are collected. This ensures a high degree of fidelity and fit between the virtual simulation teaching system and the actual training cabin, improving the accuracy and scientific nature of the system modeling. It also ensures the adaptability of trainees to the training scenario, strengthening the pre-training safety and rationality of the training.

[0018] 2. This invention conducts basic individual escape operation training and collects operational performance data in a virtual simulation teaching system. Based on the trainees' physical parameters, they are grouped and assigned tasks according to their escape responsibilities. Then, conventional and extreme water-fall scenarios are sequentially loaded to conduct continuous group-based collaborative escape training. Individual operation data and team training data are monitored in real time. Simultaneously, the training content is designed to meet the operational requirements and emergency response standards of physical training cabins, ensuring the hierarchical nature of the training process and the full coverage of training scenarios. This improves the trainees' proficiency and standardization in basic individual operations, strengthens the coordination and collaborative operation efficiency among team members, and enhances the trainees' emergency adaptability to extreme water-fall scenarios.

[0019] 3. This invention introduces abnormal node identification and problem classification technologies to accurately locate problems in collected individual and team training data. Based on the location results, it formulates a multi-dimensional review strategy for training video playback and equipment operation data review. At the same time, it develops targeted retraining plans for corresponding positions and personnel and carries out reinforcement training for weak links. Furthermore, it compares the retraining operation data with the standard operating parameters of the physical training cabin and the preset goals of the retraining plan item by item, quantitatively analyzes the improvement effect of retraining, ensures the accuracy of review analysis and the targeting of retraining implementation, improves the efficiency of training problem rectification and the standardization of trainees' operations, and strengthens the objectivity and operability of retraining effect evaluation.

[0020] 4. This invention precisely aligns the results of supplementary training comparison and analysis with the safety operation specifications of the physical training cabin. It iteratively optimizes the operating parameters, equipment action logic, and operation judgment standards of the virtual simulation teaching system. Based on the optimized system, a comprehensive capability evaluation index system is constructed from four dimensions: single-person operation, job collaboration, emergency response, and extreme working condition adaptation. Combining the training focus and escape practice requirements of the physical training cabin, dimension weights are set, and quantitative scoring rules are formulated. The capability level of trainees is classified and personalized capability reports are generated. This ensures the closed-loop iterative optimization capability of the virtual simulation teaching system and the scientific and objective nature of the comprehensive capability evaluation. It improves the comprehensiveness and accuracy of training effect evaluation and provides efficient and reliable data support and decision-making basis for the teaching optimization, skills assessment, job adaptation, and improvement of the training system for helicopter water escape training. Attached Figure Description

[0021] To more clearly illustrate the technical solutions in the embodiments of the present invention or the prior art, the drawings used in the embodiments will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the present invention. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0022] Figure 1 This is a flowchart of a virtual simulation teaching method for helicopter water escape training according to an embodiment of the present invention. Detailed Implementation

[0023] The specific embodiments of the present invention will be described in further detail below with reference to the accompanying drawings and examples. The following examples are for illustrative purposes only and are not intended to limit the scope of the invention.

[0024] Therefore, the following detailed description of the embodiments of the invention provided in the accompanying drawings is not intended to limit the scope of the claimed invention, but merely to illustrate selected embodiments of the invention. All other embodiments obtained by those skilled in the art based on the embodiments of the invention without inventive effort are within the scope of protection of the invention.

[0025] The present invention will now be further described in conjunction with the accompanying drawings and specific embodiments, such as... Figure 1 As shown, the virtual simulation teaching method for helicopter water escape training according to an embodiment of the present invention includes the following steps: S1. Obtain the technical parameters, safe operation procedures and emergency response data of the helicopter water escape training cabin, build a virtual simulation teaching system for the working conditions of the actual training cabin, and organize trainees to complete the theoretical assessment and physical condition screening of helicopter water escape, and screen out qualified trainees and their physical parameters. In this embodiment of the application, the steps of acquiring the technical parameters, safe operating procedures, and emergency response data of the helicopter water escape training cabin, building a virtual simulation teaching system for the actual training cabin's working conditions, and simultaneously organizing trainees to complete theoretical assessments and physical condition screenings for helicopter water escape, and selecting qualified trainees and their physical parameters, include the following steps: S11. Obtain the number of passengers, take-off and landing speed, roll angle and underwater descent depth of the helicopter water escape training cabin as core technical parameters, and compile the training cabin's empty and loaded operation process, safety protection configuration, safety operation procedures for emergency shutdown, and emergency response data for braking and air circuit failure handling. Specifically, the core technical parameters are precisely extracted from the original manufacturer's technical parameter verification data and main structure design drawings, clarifying the core indicators such as a capacity of ≤6 people, a lifting speed of 8 meters / minute, a 360° full-angle rotation of the training cabin, and a descent depth of 5000 mm below ground. At the same time, the matching design parameters of the single-arm crane and the training cabin body are checked to ensure that the parameters are highly matched with the actual structure and operating performance of the equipment.

[0026] The safety operation specifications are broken down and organized according to the standardized operating procedures of the equipment, and the entire operation process is divided into two categories: no-load and load. The no-load process covers the environmental, component, and air circuit checks before startup, as well as key steps such as trial operation and lifting and rotation function tests. The load process includes requirements for crew access, wearing of safety equipment, and underwater operation coordination. At the same time, the safety protection configuration standards and emergency shutdown operation specifications are extracted, clarifying the equipment requirements for protective equipment and emergency cut-off tools, as well as the duty standards for diving safety officers and the operation procedures and trigger scenarios for emergency shutdown.

[0027] Emergency response data was compiled by combining the design requirements and troubleshooting specifications of the equipment's braking and air pressure systems. This led to the development of emergency braking lock-up procedures, as well as troubleshooting and handling processes for faults such as air leaks and abnormal air pressure. The operating thresholds of air compressors, air tanks, and other air pressure-related equipment were verified, and it was ensured that the air fault handling methods matched the actual operating requirements of the equipment. All extracted and compiled content was benchmarked and verified against the actual operating requirements of the physical equipment to ensure the accuracy and practicality of parameters and data.

[0028] S12. Based on core technical parameters, safe operating procedures and emergency response data, a virtual simulation teaching system consistent with the actual working conditions is constructed using three-dimensional virtual modeling. In this embodiment of the application, the construction of a virtual simulation teaching system consistent with the actual working conditions using a three-dimensional virtual modeling method based on core technical parameters, safe operating procedures, and emergency response data includes the following steps: S121. Based on the dimensional parameters of the four core structures of the physical training cabin—single-arm crane, training cabin, tilting drive system, and braking system—as well as the key components such as the skeleton, circular track, pneumatic motor, and reducer, a three-dimensional physical model is built, and the crane components and training cabin structure are reproduced. Specifically, the overall dimensions, connection parameters, and assembly relationships of the four core structures—single-arm crane, training cabin, tilting drive system, and braking system—were comprehensively reviewed first. Basic three-dimensional frameworks were then constructed for each structural module. Specifically, the dimensions and connection structures of components such as the cantilever beam, running trolley, electric hoist, and rotating mechanism of the single-arm crane were replicated. The overall outline framework of the training cabin was constructed. The transmission connection dimensions of the pneumatic motor and reducer were matched for the tilting drive system. The structural dimensions of braking components such as the brake seat and brake cap were replicated for the braking system, ensuring the dimensional accuracy and assembly fit of each core structural module.

[0029] Subsequently, for key components such as the frame, arc track, pneumatic motor, and reducer, detailed modeling was performed based on their precision machining dimensions and technological requirements. This accurately reproduced the welded structure of the frame, the bending and butt joint features of the arc track, and strictly matched the shape and connection dimensions of the pneumatic motor and reducer. Simultaneously, the mating dimensions of auxiliary parts such as bushings and connecting shafts with the main components were reproduced to ensure the compatibility of key components with the core structure. Finally, following the actual assembly logic of the physical training cabin, the core structural modules and the detailed modeled key components were combined and assembled. This reproduced the vertical connection method between the single-arm crane and the training cabin, and the actual relative positional relationships of each component. After the overall assembly was completed, the dimensional coordination and structural consistency of each part of the model were verified, achieving a complete and accurate reproduction of the crane components and the training cabin structure.

[0030] S122. Import the core operating parameters of the training cabin structure, replicate the working action logic of lifting speed, tilting angle, boom rotation and underwater descent depth, and match the equipment operation rules of the air pressure threshold in the pneumatic drive system and the emergency braking response in the braking system. Specifically, a dedicated parameter import module is first built in the 3D virtual simulation system to accurately input the core operating parameters of the training cabin that have been verified, including a lifting speed of 8 meters per minute, 360° full-angle rotation, 360° rotation of the boom, and a descent depth of 5000 mm underwater. At the same time, the linkage operating parameters of the crane and the training cabin are imported simultaneously to ensure that both individual parameters and linkage parameters are consistent with the physical equipment.

[0031] Subsequently, based on the mechanical transmission principle and operating sequence of the physical training cabin, the motion trajectory and speed of each working condition are replicated through motion logic programming. This restores the uniform speed operation of lifting, the continuous rotation of flipping, the circumferential rotation of the boom, and the depth limit logic of underwater descent. The start, switching, and stop sequences of each action are precisely matched to ensure that the virtual working condition actions are highly consistent with the operating state of the physical equipment.

[0032] Based on this, the equipment operation rules of the pneumatic drive system and the braking system are matched. The pneumatic drive system strictly conforms to the air pressure threshold of 0.75-0.8MPa, replicating the operation logic of automatically replenishing pressure when the air pressure is below the threshold and automatically stopping when the air pressure reaches the threshold. At the same time, it matches the transmission response rules of the pneumatic motor driving the tilting. The braking system restores the instantaneous lock-up response rules of emergency braking, binds the trigger conditions of emergency stop, and matches the linkage braking logic of braking and tilting, lifting and lowering actions to ensure that the equipment action stops immediately after the braking is triggered. Finally, through virtual working condition simulation operation, the parameters, action logic and operation rules are linked and verified to correct deviations and achieve precise matching of the operation rules of each system.

[0033] S123. Embed the equipment operation rules into the safety operation specification logic of the physical training cabin, build an interactive module for operation, and set standardized operation steps. Specifically, the core requirements of equipment operation rules and safe operation specifications are first reviewed. Hard constraints on equipment operation, such as the pneumatic drive air pressure threshold of 0.75-0.8MPa, emergency locking of the braking system, and the linkage logic of crane and cabin movements, are used as prerequisites for safe operation specifications. These constraints are embedded into the logic of the entire operation process, including startup, operation, and emergency response. The triggering boundaries and system limitations of violations are clearly defined to ensure that the operation process meets the technical requirements for equipment operation.

[0034] Subsequently, an interactive module that closely resembles the actual operation was built based on the virtual simulation system. This module matched the dual operation modes of the physical training cabin, which included both manual and remote control. It included functional sub-modules for crane lifting and rotation, cabin tilting, air circuit control, and emergency shutdown. The module also restored the operation contacts such as remote control buttons and air valve switches. In addition, it set up real-time interactive feedback for abnormal parameters and operational violations, so as to realize the linkage response between operation actions and equipment operating status.

[0035] Finally, the standardized operating procedures were broken down and set up according to the operating procedures of the physical training cabin. From the pre-startup environmental, component, and gas circuit checks, to trial operation, no-load operation, load training, and then to routine shutdown and emergency shutdown, the action requirements, operation sequence, and equipment operating parameter judgment standards of each step of the operation were broken down layer by layer. The compliance verification of the equipment operation rules was integrated into each step of the operation process to ensure that the standardized operating procedures not only comply with the safety operation specifications, but also strictly follow the equipment operation technical rules, so as to achieve a high degree of consistency between virtual operation and physical training cabin operation.

[0036] S124. Based on emergency response data, build fault emergency interaction nodes, and input standardized operating procedures, equipment operation rules and fault emergency interaction nodes into a three-dimensional solid model to generate a virtual simulation teaching system.

[0037] Specifically, the first step is to sort out core emergency response data such as brake braking and air circuit failure, extract fault triggering conditions, typical phenomena, standardized handling procedures and result verification standards, and build independent fault emergency interaction nodes for common faults such as air circuit leakage, abnormal air pressure, brake unlocking failure and emergency shutdown failure. Each node includes core modules such as random fault triggering, real-world phenomenon presentation, step-by-step handling operations, and compliance verification, matching the emergency response operation logic of the physical training cabin.

[0038] The standardized operating procedures were then broken down into digital operating instructions according to processes such as startup, operation, and shutdown. The equipment operation rules were transformed into underlying parameter constraint logic of the system, and coding and module encapsulation were completed respectively to ensure that they are compatible with the operation touchpoints and operating parameters of the 3D solid model.

[0039] Finally, the packaged standardized operating procedures and equipment operation rules are synchronously input into the 3D solid model along with the established fault emergency interaction nodes. The modules are then integrated according to the scenario logic of "operation-running-emergency," embedding fault nodes into core operational processes such as lifting, flipping, and underwater training to achieve coordinated responses for operation triggering, parameter verification, and fault emergency response. After integration, full-scenario joint debugging tests are conducted to verify the connectivity and logical accuracy of each module, correct parameter deviations and interaction vulnerabilities, and ultimately generate a virtual simulation teaching system integrating practical training, rule constraints, and fault emergency drills.

[0040] S13. Organize trainees to complete a theoretical knowledge assessment on helicopter water escape, including equipment operation procedures, emergency escape procedures, and underwater safety protection requirements, and remove those who fail the theoretical assessment. Specifically, the assessment content was prepared around the core dimensions of the assessment. The assessment question bank was compiled closely based on the equipment operation specifications, emergency escape procedures, and underwater safety protection requirements of the physical training cabin. The content covers the key points of operating the single-arm crane and training cabin, the standard procedures for no-load or loaded operation, the emergency handling steps for braking and air circuit failures, the cabin operation, equipment use, and team cooperation procedures for underwater escape, as well as safety protection requirements such as wearing protective equipment, coordination with diving safety officers, and use of emergency cut-off tools. The question types include objective multiple choice judgment and subjective short answer analysis to ensure that the assessment content is relevant to practical operation and comprehensively covers the core knowledge points.

[0041] Following this, pre-assessment briefings and centralized assessments were conducted. First, participants received intensive theoretical instruction, and key points and difficulties were clarified using operational cases from the physical training cabin. Then, a centralized assessment was organized using either a closed-book offline exam or standardized online quiz, with clearly defined assessment duration and answering rules. Dedicated proctors were assigned to ensure fairness. After the assessment, a unified scoring standard was established for grading. Objective questions were scored according to standard answers, while subjective questions were scored based on practical skills and completeness of answers. A passing score was set, and scores were reviewed to avoid errors. Finally, the assessment results were published. Participants who failed the theoretical assessment were notified and removed from subsequent training sessions. Results and screening records were maintained, and supplementary training and re-examinations were arranged for those who failed, based on actual needs. Only those who passed the re-examination could participate in the assessment and subsequent training again.

[0042] S14. Screen the physical condition and limb function of those who pass the theoretical examination, exclude those whose physical condition does not meet the preset requirements, and collect and record the physical parameters such as physical fitness and limb coordination of qualified trainees.

[0043] Specifically, firstly, clear screening requirements should be established to exclude individuals with underlying diseases such as heart disease, hypertension, and epilepsy, as well as those with limb movement disorders, insufficient cardiopulmonary endurance, or other conditions that would prevent them from adapting to underwater operations. At the same time, on-site checks should be conducted to determine whether trainees are experiencing temporary physical discomfort such as being under the influence of alcohol, fatigue, or lack of sleep.

[0044] Subsequently, a tiered screening was conducted. First, trainees were organized to fill out health declaration forms to verify their past medical history and current physical condition. Simultaneously, basic physical condition tests were performed, measuring basic indicators such as blood pressure and heart rate to initially exclude individuals with abnormal indicators or underlying diseases. Then, a special screening for limb function was carried out, checking limb flexibility and coordination through joint range of motion tests and movement imitation completion assessments. Combined with short-term core strength and cardiopulmonary endurance tests, basic physical fitness was evaluated to adapt to practical operation requirements such as operating in confined cabin spaces and underwater escape.

[0045] Throughout the screening process, professional staff recorded and assessed the results. Those who did not meet the preset requirements were promptly notified and excluded from the training list. For those who passed the screening, the system collected their physical fitness data, such as cardiorespiratory endurance and core strength, as well as functional parameters such as limb movement response rate and coordination completion. A unique physical parameter file was created for each trainee, which was uniformly recorded and archived. This file serves as an important basis for subsequent job grouping and assignment based on training performance, ensuring that the physical condition of the personnel is highly compatible with the training positions.

[0046] S2. Conduct basic single-person escape operation training for qualified trainees in the virtual simulation teaching system, and divide the trainees into groups and assign tasks based on their physical parameters; In this embodiment of the application, the step of conducting basic single-person escape operation training for qualified trainees in a virtual simulation teaching system, and grouping and assigning tasks to trainees based on their physical parameters, includes the following steps: S21. Conduct basic escape training for qualified trainees in the virtual simulation teaching system, including hatch operation, wearing emergency breathing equipment, using safety buckles, and underwater escape. Specifically, the training begins with a detailed pre-training session, where the system retrieves a model of the cabin's internal structure and equipment that matches the physical model. This provides a clear explanation of the standard operating procedures for four operations, including the opening angle and force required for the hatch, the steps for wearing and checking the seal of the emergency breathing apparatus, the fastening procedures and quick unlocking techniques for the safety straps, as well as the posture for exerting force inside the cabin and key points for obstacle avoidance during underwater escape. The system's 3D demonstration also breaks down the operational difficulties.

[0047] Subsequently, separate training modules were set up, allowing trainees to practice individually from a first-person perspective. The system replicated the confined space inside the physical training cabin and the tactile feedback of the equipment. Trainees completed operations through virtual interaction, and the system provided real-time pop-up reminders for incorrect actions and immediate corrections for non-standard procedures, supporting repeated training until the basic skills were mastered. After completing the single-module training, the four operations were integrated to build a coherent basic escape procedure. Under the basic operating conditions of the system on a calm water surface, trainees completed the sequential operations of "unlocking the safety buckle - putting on the emergency breathing device - opening the hatch - underwater escape," replicating the process logic of the physical training.

[0048] Throughout the training process, the system collects data in real time on the trainees' operation completion time, accuracy rate, and standardization of steps. It pushes targeted retraining content to those who do not meet the standards, ensuring that every trainee can complete basic escape operations in a standardized manner, thus laying a solid foundation for subsequent group and collaborative training.

[0049] S22. Collect data such as operational proficiency, completion time, and operational accuracy during basic escape operation training. Specifically, the system first presets standard action nodes that are consistent with the operating procedures of the physical training cabin. It then defines precise action recognition thresholds for each step of the operation, including cabin door operation, emergency breathing device wearing, safety buckle use, and underwater escape, and clarifies the judgment criteria and operation sequence requirements for standardized actions, thus establishing a quantitative benchmark for data collection.

[0050] The completion time is automatically timed by the system, and statistics are collected from both individual operation modules and the overall continuous operation. From the moment the trainee triggers the operation command to the end of the standardized action, the system accurately records the time consumed by each module and the total time of the overall process. The data is accurate to the second and is automatically saved. The operation accuracy rate is calculated by comparing the trainee's actual operation with the preset standard action in real time. The system counts the proportion of correctly completed action steps to the total number of steps, and marks errors, omissions, and reversed operation order in real time, and records the specific error type simultaneously.

[0051] Operational proficiency is comprehensively quantified by the system based on changes in completion time, improvement in operational accuracy, and smoothness of action intervals across multiple training sessions. Proficiency scores are assigned to trainees who demonstrate decreasing time consumption, reduced error rates, and seamless action transitions. The number of repetitions of a single operation is also used as a supplementary reference indicator. All collected data is automatically stored according to trainee name and operation item, generating individual operation data ledgers that support real-time data retrieval and statistical analysis.

[0052] S23. Based on the trainees' physical parameters and basic training performance, the trainees were grouped according to the pre-set escape job responsibilities of cabin operation, crane remote control, and emergency command. Specifically, firstly, adaptability standards for each position are formulated based on the practical requirements of the physical training cabin. The cabin operation position focuses on limb coordination, underwater movement adaptability, and basic operation proficiency. The crane remote control position requires precise operation ability, concentration, and equipment operation response speed. The emergency command position focuses on comprehensive judgment ability, data interpretation ability, and team coordination awareness. At the same time, the basic thresholds of physical fitness and limb function corresponding to each position are clearly defined.

[0053] Subsequently, the trainees' physical parameters and basic training performance were quantitatively scored. Physical indicators such as physical fitness, limb coordination, and cardiorespiratory endurance were combined with training performance indicators such as operational accuracy, completion time, and skill proficiency, according to preset weights, to calculate a comprehensive score. Simultaneously, the trainees' operational strengths and weaknesses were marked. Next, based on the comprehensive score and ability characteristics, initial job matching was conducted. Those with high limb coordination and underwater escape operation compliance rates were assigned to cabin operation positions; those with precise equipment operation and timely response were assigned to crane remote control positions; and those with strong comprehensive judgment and clear interpretation of training data were assigned to emergency command positions. Finally, a job suitability review was conducted, with balanced allocation based on the number of personnel to avoid excessive deviations in individual job capabilities. A small amount of flexibility was reserved for minor adjustments to address any mismatches in ability and job identified during the initial matching. The final grouping results were determined, and the responsibilities and requirements of each position were clearly explained to the trainees.

[0054] S24. Assign corresponding escape positions and collaborative operation tasks to trainees in different groups, clarify the job responsibilities of pneumatic drive and remote control equipment operation, and divide the work among groups.

[0055] Specifically, based on the core positioning of the three types of positions, specific escape tasks and cross-position collaborative operation requirements are assigned. The cabin operation position is mainly responsible for the safety management of the cabin crew, the operation of emergency equipment, the opening of the cabin door and underwater escape guidance. It needs to cooperate with the crane remote control position to confirm the cabin attitude and coordinate with the emergency command position to provide real-time feedback on the cabin status. The crane remote control position is primarily responsible for the hoisting, lifting and lowering and attitude adjustment of the training cabin. It needs to cooperate with the cabin operation position to control the timing of operations and obey the instructions and dispatch of the command position. The emergency command position is responsible for the judgment of the entire process, the issuance of instructions and the overall handling of faults. It needs to cooperate with the first two positions to control the training pace and coordinate with the on-site safety assurance links.

[0056] Based on this, the job responsibilities of pneumatic drive and remote control equipment operators were clearly defined. Remote control operators must strictly follow the operating procedures of the physical training cabin, accurately control the lifting, rotation, and tilting of the crane, control the speed and angle of the movements, and provide real-time feedback during the operation. Pneumatic drive operators must monitor the pressure threshold of the air pressure system (0.75-0.8 MPa) in real time to ensure the normal operation of the pneumatic motor and braking system, be responsible for the initial troubleshooting and emergency response of air circuit faults, and ensure the synchronous coordination of pneumatic drive and remote control operations. Finally, all personnel were organized to conduct pre-job briefings to clarify the operational boundaries, coordination points, and standardized communication methods of each position, ensuring that trainees clearly understood their responsibilities and cooperation requirements.

[0057] S3. Based on the group assignments of the trainees, conduct group-based collaborative escape training by simulating conventional and extreme water fall scenarios in turn. Monitor individual operation data and team training data of the trainees in real time, and formulate replay and review strategies and targeted supplementary training plans based on the monitoring data. In this embodiment of the application, the step of conducting group-based collaborative escape training by simulating conventional and extreme water-falling scenarios in sequence according to the division of labor among the trainees, monitoring individual operation data and team training data of the trainees in real time, and formulating replay review strategies and targeted retraining plans based on the monitoring data includes the following steps: S31. Based on the group division of labor, load the conventional water fall conditions of calm water surface, normal posture and small angle tilt into the virtual simulation teaching system, and organize the trainees to complete the basic group collaborative escape training including job coordination and basic equipment operation under the conventional water fall conditions. Specifically, the virtual simulation system first accurately loads the normal water crash conditions, restores the calm water environment, the normal attitude of the training cabin and the 0-10° small angle tilt state, replicates the lifting and turning rate and the pneumatic drive air pressure threshold of the physical training cabin, and simultaneously activates the system data monitoring module to prepare for the collection of data on job operations and collaborative cooperation.

[0058] Following this, a pre-job briefing was conducted to clarify the responsibilities and coordination points of the cabin operation, crane remote control, and emergency command positions based on the grouping results. The operational requirements of basic equipment under normal working conditions were explained, such as the cabin attitude fine-tuning and pneumatic pressure maintenance by the crane remote control position, as well as the command position's instructions and the real-time feedback process for each position, thus unifying and standardizing communication and operational coordination methods.

[0059] Next, all personnel participated in immersive collaborative hands-on training. The emergency command post coordinated the operation, while the crane remote control post performed basic equipment operations such as hoisting the training cabin and adjusting its tilt angle according to instructions. Simultaneously, the cabin operation post conducted cabin escape operations. Each post strictly followed the actual training specifications and provided real-time feedback. The system provided immediate alerts for violations and disjointed operations. Finally, multiple rounds of repeated training were conducted, with a brief review of coordination issues after each round. The focus was on refining the command response and operational coordination rhythm between posts to ensure that trainees mastered the basic equipment operation skills and job coordination logic under normal working conditions.

[0060] S32. After completing the basic group-based coordinated escape training, switch to extreme water-fall conditions such as overturning, side-climbing, water flow disturbance, and water ingress into the cabin to carry out high-difficulty group-based coordinated escape training. Maintain the continuity between regular water-fall and extreme water-fall training. Combine the braking system of the physical training cabin and the emergency response requirements for emergency shutdown to complete the full-scenario group-based coordinated escape drill.

[0061] Specifically, the system requires no re-initialization, continuing the existing group division of labor and operational logic. It directly loads extreme water-fall conditions such as inversion, side-tipping, water flow disturbance, and water ingress into the cabin, accurately replicating the attitude changes of the real training cabin's 360° rotation, the dynamic hydrological effects of water flow disturbance, and the spread of water ingress into the cabin. It synchronously matches the actual equipment operating parameters to ensure smooth switching between operating conditions. Subsequently, the emergency command post coordinates and dispatches resources, the crane remote control post makes precise adjustments to handle sudden changes in cabin attitude, and the cabin operation post handles water ingress sealing, equipment use, and escape operations in the inverted state. Each post improves its response speed on the basis of regular coordination nodes and strictly follows the actual operating specifications to complete highly difficult collaborative actions.

[0062] The training emphasized the integration of the braking system and emergency shutdown requirements of the actual training cabin. It set up sudden scenarios such as loss of cabin attitude and excessive water flow disturbance, triggering trainees to perform standardized operations such as instantaneous braking and emergency shutdown. This strengthened the combination of emergency response and job coordination. Through multiple rounds of full-process drills, the trainees smoothly transitioned from normal working conditions to extreme working conditions. After each round, the trainees quickly reviewed the problems in the switching between working conditions and emergency response operations, and repeatedly refined the rhythm of job coordination. Finally, the trainees completed a full-scenario grouped collaborative escape drill that closely matched the requirements of actual operation.

[0063] S33. In the full-scenario grouped collaborative escape drill, the virtual simulation teaching system collects individual operation data and team training data in real time. Individual operation data includes operation actions, response time, operation accuracy rate and emergency equipment usage speed, while team training data includes job coordination, coordination efficiency and overall escape time. Specifically, in full-scenario group-based collaborative escape drills, relying on virtual simulation teaching systems to collect individual and team training data in real time requires first establishing a digital data collection system that aligns with the operational specifications of the physical training cabin. This system must be embedded throughout the entire drill process to achieve accurate data capture, classification, statistics, and real-time storage. First, data collection benchmarks must be preset in the system. Based on the responsibilities of in-cabin operations, crane remote control, and emergency command positions, standard operating procedures, command response times, equipment usage specifications, and collaborative connection nodes for each position must be defined, establishing a quantitative basis for data analysis.

[0064] For individual operation data, the system captures the trainee's operation actions in real time through the action recognition module, compares them with standard actions to form an action compliance record, and automatically counts the response time from the issuance of the instruction, the triggering of the working condition or the occurrence of the fault, accurately recording the time from the start of the action. The operation accuracy rate is calculated as the proportion of the number of steps completed correctly to the total number of steps, and the error type is marked. The emergency equipment usage speed is recorded as the entire time from triggering the use requirement to the wearing and operation of the equipment. All individual data is archived in real time according to the trainee's name and job position.

[0065] Based on team training data, job coordination is quantitatively scored by analyzing the synchronization of command responses and the timeliness of information feedback for each job. Collaboration efficiency is calculated as the ratio of actual operation connection time to standard collaboration time, reflecting the smoothness of coordination. The overall escape time is automatically timed from the official start of the drill to the completion of underwater escape by all personnel, accurate to the second. The system embeds the data collection module into each operation and collaboration node of the drill to achieve real-time data collection without blind spots. The data is synchronously transmitted to the backend to form a dynamic ledger. At the same time, abnormal data is marked in real time, providing objective and accurate quantitative basis for subsequent problem location and review and supplementary training.

[0066] S34. Identify and locate abnormal nodes in individual operation data and team training data, and formulate a multi-dimensional replay and review strategy based on the problem location results, including training video playback and equipment operation data review, as well as targeted supplementary training plans for corresponding positions and personnel.

[0067] In this embodiment of the application, the steps of identifying abnormal nodes and locating problems in individual operation data and team training data, and formulating a multi-dimensional replay and review strategy that includes training video playback and equipment operation data review, as well as targeted retraining plans for corresponding positions and personnel based on the problem location results, include the following steps: S341. Identify abnormal nodes in the collected individual operation data and team training data, and classify the problems into three categories: equipment operation error, job coordination deviation, and improper emergency response, and locate the specific responsible person, their job position, and the corresponding training condition. Specifically, the first step is to establish a data benchmark database, input the standard operating thresholds, coordination time limits, and emergency response standards for each position in the physical training cabin, and dynamically compare the collected real-time data with the benchmark values. The system automatically identifies abnormal data that exceeds the thresholds, and combines this with training timeline trajectory tracing to locate the corresponding exercise operation nodes and specific training conditions (routine water fall / extreme water fall such as overturning / overturning / water ingress in the cabin, etc.), and mark the time of the anomaly, the operation steps, and the related positions.

[0068] Subsequently, problems were categorized into three types: equipment operation errors, focusing on individual equipment operation behaviors such as crane remote control attitude adjustment deviations, equipment operation errors inside the cabin, and improper control of pneumatic drive parameters; job coordination deviations, targeting team collaboration behaviors such as disconnect between instruction issuance and feedback, timeouts in the operation of different positions, and asynchronous actions; and improper emergency response, focusing on emergency operations such as braking and emergency shutdown, such as untimely triggering of response, non-standard operating procedures, and emergency response not meeting the requirements of the physical training cabin. Finally, precise positioning was carried out based on the data collection ledger, binding abnormal nodes, problem categories, and individual operation data of trainees, clarifying the specific responsible personnel and their respective positions, and marking the corresponding training conditions and operating scenarios in which the problems occurred, forming a complete abnormal problem ledger of "problem category - responsible personnel - position - training conditions".

[0069] S342. Based on the specific responsible personnel, their positions and corresponding training conditions, formulate a multi-dimensional playback and review strategy that includes training video playback and equipment operation data review. Divide the review units according to the positions, extract the corresponding training video segments for abnormal nodes and retrieve the equipment operation parameter curves to carry out video playback review and curve data review. Specifically, based on the job type corresponding to the abnormal node, the cabin operation, crane remote control, and emergency command are divided into independent review units. The review focus and analysis dimensions of each unit are clarified. Then, in combination with the specific responsible personnel, the type of problem, and the normal or extreme training conditions, a targeted review process is developed, and the video playback nodes, data curve retrieval time periods, and comparison benchmarks are determined.

[0070] Subsequently, the virtual simulation teaching system automatically traces the source of each abnormal node, accurately extracts training video clips corresponding to the trainees, positions and working conditions, locks down specific scenes such as operational errors, coordination gaps, and delayed handling, conducts video playback review, checks the operation actions, response sequence and job coordination process frame by frame, and intuitively locates the specific link where the problem occurred.

[0071] Simultaneously, the equipment operation parameter curves during this period are retrieved, covering key parameters of the physical equipment such as lifting speed, tilting angle, air pressure threshold, and braking response. These parameters are compared and analyzed with standard parameter curves to conduct data curve reviews, identify the underlying causes of parameter deviations and logical anomalies, and combine video playback reviews with curve data reviews within the job-specific review units. The root causes of problems are analyzed one by one in accordance with the operational requirements of the physical training cabin, the direction of improvement is identified, and a complete job review record is formed.

[0072] S343. Synchronously link the video playback review and curve data review with the standard operating parameters and safety operating procedures of the physical training cabin as a multi-dimensional review benchmark, and formulate targeted supplementary training plans for corresponding positions and personnel based on the multi-dimensional review benchmark to match their problem types.

[0073] Specifically, the operation actions, response sequence, and job coordination process captured in the video playback are compared with the parameter curves such as lifting speed, flip angle, air pressure threshold, and braking response obtained from the curve data review. Simultaneously, these are benchmarked against the standard values ​​and specifications of the physical training cabin to establish a three-in-one review benchmark of "operation behavior plus operating parameters plus standard specifications" to accurately determine the type of deviation and the degree of problem.

[0074] Subsequently, based on the job division of in-cabin operation, crane remote control, and emergency command, and considering three categories of problems—equipment operation errors, job coordination deviations, and improper emergency response—differentiated retraining content was customized for the corresponding trainees: for equipment operation errors, modular retraining of single operations was set up to strengthen standard actions and parameter control; for job coordination deviations, special drills on inter-job instruction response and coordination were conducted; and for improper emergency response, practical training in braking, emergency shutdown, and handling of air circuit failures was emphasized.

[0075] The supplementary training program fully aligns with the review benchmark and practical training requirements, sets up tiered training content and quantitative assessment targets, and incorporates both routine and extreme work scenarios to ensure that the supplementary training content accurately matches the root causes of problems and is suitable for job responsibilities, forming a complete closed loop of "review benchmarking - problem identification - targeted supplementary training".

[0076] S4. Organize trainees to conduct physical teaching operations in the virtual simulation teaching system based on the replay and review strategy and the targeted supplementary training plan, and conduct supplementary training comparison and analysis between the physical teaching operations and the replay and review strategy and the targeted supplementary training plan. In this embodiment of the application, the process of organizing trainees to conduct physical teaching operations in a virtual simulation teaching system based on replay review strategies and targeted retraining plans, and then comparing and analyzing the physical teaching operations with the replay review strategies and targeted retraining plans, includes the following steps: S41. Organize trainees to review training replay videos and equipment operation data, and complete problem analysis and cause summary according to the replay review strategy; Specifically, the training was divided into three roles: cabin operation, crane remote control, and emergency command. The trainees were organized to conduct a special debriefing. The instructors retrieved the training playback videos corresponding to each abnormal point and played the operation segments frame by frame under different working conditions such as common water falls, overturning, side rollover, and water ingress into the cabin. This visually presented the trainees' operation actions, job coordination processes, and the entire emergency response process. At the same time, the equipment operation parameter curves such as lifting speed, rollover angle, air pressure threshold, and braking response were displayed and compared with the standard parameters of the actual training cabin.

[0077] Following a strict debriefing strategy, trainees were guided to analyze three categories of issues—equipment operation errors, job coordination deviations, and inappropriate emergency response—using video footage and data curves. The focus was on verifying whether operational actions were standardized, command responses were timely, job transitions were smooth, and emergency responses met requirements. Throughout the debriefing, instructors guided the direction, helping trainees differentiate the root causes of problems such as insufficient operational proficiency, unclear process memory, inaccurate parameter control, and inadequate teamwork, avoiding subjective attribution bias. Trainees also identified problems based on their own performance, deeply analyzing the objective and subjective reasons for errors and clarifying their weaknesses and shortcomings. Finally, the team summarized individual debriefing results, identifying common problems and individual weaknesses, forming a complete record of problem analysis and root cause summaries.

[0078] S42. Based on the targeted retraining plan, conduct physical teaching operations for the corresponding weak links in the virtual simulation teaching system, and focus on strengthening training in extreme working conditions, equipment operation procedures and team collaboration. Specifically, firstly, based on the individual weaknesses identified in the review, the system retrieves training scenarios and equipment modules that are 1:1 replicas of the actual equipment. For issues related to non-standard equipment operation, single-module disassembly training is conducted. By benchmarking against actual parameters such as pneumatic drive air pressure threshold, lifting speed, and tilting angle, errors in crane remote control, hatch operation, and emergency equipment use are corrected step by step. The system verifies and enforces standardized operating procedures in real time.

[0079] To address the issue of poor inter-positional coordination, collaborative training was conducted in groups based on cabin operation, crane remote control, and emergency command. Standardized procedures for instruction transmission, status feedback, and operational linkage were clarified to enhance the tacit understanding between positions. On this basis, the training focused on extreme working conditions. Highly realistic scenarios such as overturning, side tipping, water flow disturbance, and cabin water ingress were loaded into the system to maintain the continuity between training in normal and extreme working conditions. Physical emergency response requirements such as braking and emergency shutdown were incorporated to hone the ability to respond quickly and handle matters in complex scenarios.

[0080] Furthermore, the entire training process strictly adheres to the operating specifications of the physical equipment. The system provides real-time alerts and blocks any violations or parameter deviations, ensuring that the retraining actions are completely consistent with the actual practical operation. Through multiple rounds of specialized training and continuous drills, the effectiveness of the retraining is verified by combining the operational data collected by the system in real time. Weaknesses that still do not meet the standards are continuously iterated and retrained until the trainees are proficient in standardized operation, handling extreme working conditions, and team coordination, fully meeting the requirements of the actual training cabin for combat-oriented escape training.

[0081] S43. Collect operational data during the supplementary training process, and compare it item by item with the requirements of the supplementary training plan and the standard operating parameters of the physical training cabin. Based on the comparison results, analyze the improvement effect of operation accuracy, response time and team collaboration efficiency before and after supplementary training to obtain the supplementary training comparison analysis results.

[0082] In this embodiment of the application, the step of collecting operational data during the retraining process, comparing it item by item with the requirements of the retraining plan and the standard operating parameters of the physical training cabin, and analyzing the improvement in operational accuracy, response time, and team collaboration efficiency before and after retraining based on the comparison results to obtain the retraining comparison analysis results includes the following steps: S431. Collect operational data in all dimensions during the supplementary training process, including the standardized operation execution rate of individual operations, emergency action response time, equipment usage accuracy rate, and the job coordination response time, collaborative operation completion rate, and overall escape time of team training, and store them in categories according to job position and training conditions. Specifically, for individual operation data, the system uses a built-in action recognition and parameter verification module to statistically analyze the standardized operation execution rate in real time. It compares the trainees' actual operations with the standard procedures, calculates the proportion of compliant steps, and automatically times the emergency action response time from the moment the emergency command is triggered to the moment the operation is started, accurately recording the response rate. The correctness of equipment use is calculated by comparing the standardization of actions such as wearing emergency breathing devices, using safety buckles, and operating hatches, and statistically analyzing the proportion of correct completion.

[0083] For team training data, the system records the interval between the issuance of instructions from the emergency command post to the corresponding post's execution, measuring the efficiency of collaborative response. The collaborative operation completion rate is calculated based on the number of steps achieved by each post in the linkage process, determining the overall compliance level of the collaboration. The overall escape time is automatically timed from the start of the supplementary training to the completion of underwater escape by all personnel, accurately reflecting the team's combat efficiency. The data collection process covers both conventional water falls and extreme conditions such as capsizing, overturning, and water ingress into the cabin. It simultaneously binds information from three types of posts: cabin operation, crane remote control, and emergency command. The system automatically categorizes various data by post type and training condition, and archives them in real time to the supplementary training data ledger of the corresponding trainees, forming a standardized data archive that is traceable and searchable.

[0084] S432. Compare the supplementary training operation data with the preset goals of the supplementary training plan and the standard operating parameters of the physical training cabin item by item. At the same time, compare the operation data of the same person, the same position, and the same working conditions before and after the supplementary training, and quantitatively analyze the improvement in operation accuracy, the reduction in emergency response time, and the improvement in team collaboration efficiency. Specifically, the data collected during the supplementary training, such as the individual standardized operation execution rate, emergency action response time, equipment usage accuracy rate, team job coordination response time, collaborative operation completion rate, and overall escape time, are compared with the preset assessment targets of the supplementary training plan and the standard operating parameters of the physical training cabin. The data are checked to see if each data meets the physical operation specifications and preset training requirements, and the data deviation items and compliance status are identified.

[0085] Simultaneously, for the same trainees, the same job responsibilities, and the same training conditions (routine water falls, capsizing, side-climbing, water ingress, and other extreme conditions), the original operational data before supplementary training and the measured data after supplementary training were retrieved for longitudinal comparison. This eliminated interference from differences in working conditions and job changes, ensuring a consistent comparison benchmark. Based on this, precise quantitative analysis was conducted. The improvement in operational ability was calculated by the difference in operational accuracy before and after supplementary training. The reduction in time was calculated by subtracting the time after supplementary training from the emergency response time before supplementary training. Combined with the changes in collaborative operation completion rate, job coordination response time, and overall escape time, the team's collaborative efficiency improvement ratio was calculated. All comparisons and analyses were automatically calculated by the virtual simulation system, generating quantitative analysis reports.

[0086] S433. Combining the results of item-by-item comparison and quantitative improvement, the supplementary training effect is divided into excellent, qualified and unqualified categories, and integrated to form a supplementary training comparison analysis result that includes data comparison details, deviation analysis and improvement effect evaluation.

[0087] Specifically, based on core indicators such as the standardized execution rate of individual operations, emergency response time, correct equipment usage rate, and team coordination response time, collaborative completion rate, and overall escape time, clear grading standards are set: those that meet all data standards and whose quantitative improvement is significantly higher than the preset value and fully conforms to the actual operation specifications are rated as excellent; those that meet the core operation indicators, have only minor deviations in minor items, and basically meet the training requirements are rated as qualified; those that fail to meet the actual standards in key indicators, whose improvement does not reach the preset threshold, or whose operation or coordination still has obvious shortcomings are rated as unqualified.

[0088] The system then automatically integrates the data comparison details, classifying and summarizing the measured data, deviation values ​​from the physical standards, and quantitative improvement values ​​for the same personnel, positions, and working conditions before and after the retraining. This clearly presents the comparison of various indicators for individuals and teams. Based on this, deviation analysis is conducted to accurately pinpoint the root causes of problems such as non-standard equipment operation, poor job coordination, or delayed emergency response in extreme working conditions for items that do not meet the standards or have minor deviations. Finally, the system combines the quantitative improvement data to complete the improvement effect evaluation, summarize the strengths and weaknesses, and integrate the four parts of level assessment, data details, deviation analysis, and improvement evaluation. These are then categorized and archived according to cabin operation, crane remote control, emergency command positions, and routine and extreme working conditions, forming a complete and standardized retraining comparison analysis result.

[0089] S5. Optimize and adjust the virtual simulation teaching system based on the results of the supplementary training comparison analysis, conduct a comprehensive ability evaluation of the trainees based on the optimized and adjusted virtual simulation teaching system, and generate a trainee ability report based on the comprehensive ability evaluation results.

[0090] In this embodiment of the application, the process of optimizing and adjusting the virtual simulation teaching system based on the results of supplementary training comparison analysis, conducting a comprehensive ability evaluation of trainees based on the optimized and adjusted virtual simulation teaching system, and generating a trainee ability report based on the comprehensive ability evaluation results includes the following steps: S51. The operational deviations and equipment parameter matching errors found in the supplementary training comparison analysis are compared with the safety operation specifications of the physical training cabin, and the working parameters, equipment action logic, and operation judgment criteria of the virtual simulation teaching system are iteratively optimized. Specifically, the first step is to systematically review the problems exposed during the supplementary training, including deviations in individual operation actions, deviations in job coordination and connection, deviations in emergency response procedures, and errors between equipment parameters such as lifting speed, tilting angle, pneumatic drive air pressure threshold, and braking response and physical standards. Each of these issues is compared with the operating specifications, parameter thresholds, and action logic of the physical training cabin to clarify the sources of deviations in the virtual system in terms of working condition reproduction, parameter setting, and judgment rules.

[0091] Subsequently, targeted optimizations were carried out to address the issues. Environmental parameters and attitude change rates under normal and extreme conditions such as overturning, side-tipping, water flow disturbance, and water ingress were calibrated to fully match the operating state of the actual training cabin. The linkage logic and response timing between crane remote control, pneumatic drive, and cabin movements were corrected to ensure that the equipment operation process is consistent with actual operation. The operation judgment criteria were adjusted by embedding the step requirements, timing constraints, and parameter thresholds from the actual specifications into the system judgment module, and the judgment thresholds were appropriately tightened or relaxed to eliminate misjudgment and omission issues.

[0092] After optimization, full-scenario and full-position joint testing is carried out to collect data by simulating the real training process. The data is then compared with the physical standard again to ensure that the deviation is completely eliminated. Finally, a closed-loop mechanism of "problem discovery - physical benchmarking - iterative optimization - testing and verification" is formed to continuously improve the authenticity, standardization and accuracy of the virtual simulation teaching system.

[0093] S52. Based on the optimized virtual simulation teaching system, a comprehensive ability evaluation index system is constructed from four dimensions: individual operation ability, job collaboration ability, emergency response ability and extreme working condition adaptability. The evaluation weight of each dimension is set in combination with the training focus and escape practice requirements of the physical training cabin. In this embodiment of the application, the optimized virtual simulation teaching system constructs a comprehensive ability evaluation index system from four dimensions: individual operation ability, job collaboration ability, emergency response ability, and extreme working condition adaptability. The evaluation weights for each dimension are set in conjunction with the training focus and escape practice requirements of the physical training cabin, including the following steps: S521. Clearly define the core assessment elements for evaluating individual operational ability, job coordination ability, emergency response ability, and adaptability to extreme working conditions. Combine the training focus of the physical training cabin and the requirements for escape practice, and set the weights of the ability dimensions of adaptability to extreme working conditions, emergency response ability, job coordination ability, and individual operational ability. Specifically, the core assessment elements for each capability are first clarified. Individual operational capability focuses on standardized operation execution, standardized use of emergency equipment, and precise control of equipment parameters. Job collaboration capability focuses on the timeliness of instruction response, smoothness of cross-job coordination, real-time information exchange, and compliance of team cooperation. Emergency response capability revolves around the operational procedures, response speed, and success rate of braking, emergency shutdown, and handling of gas circuit failures. Extreme working condition adaptability addresses the status judgment, action adaptability, and pressure resistance efficiency in scenarios such as overturning, rollover, water flow disturbance, and water ingress into the cabin.

[0094] Subsequently, the weights were allocated based on the training logic of the physical training cabin, which is "extreme working condition escape as the core, emergency response as the key, collaborative cooperation as the support, and individual operation as the foundation." The ability to adapt to extreme working conditions was given the highest weight to highlight the practical adaptability to high-difficulty scenarios; the emergency response capability was given the second highest weight to strengthen the core position of emergency operation of physical equipment; the job collaboration capability was given the middle weight to ensure the smoothness of team escape coordination; and the individual operation capability, as a basic capability, had a relatively low weight to balance basic operation and core capabilities.

[0095] S522. Based on the standard operating parameters and safety operating procedures of the physical training cabin, and combined with the weight of the capability dimensions, quantitative scoring rules are formulated for each assessment element, and deduction and bonus items are clearly defined to build a comprehensive capability evaluation index system.

[0096] Specifically, the assessment elements of the four capability dimensions are first transformed into quantifiable indicators. Individual operation capability focuses on standardized execution rate, correct use of emergency equipment, and compliance of equipment operation. Job collaboration capability focuses on instruction response time, smoothness of cross-job connection, and completion rate of collaborative operation. Emergency response capability revolves around braking and emergency stop response time and success rate of fault handling. Extreme working condition adaptability is assessed on the accuracy of state judgment and the efficiency of escape operation in scenarios such as overturning, rollover, and water ingress.

[0097] Subsequently, corresponding scores were allocated according to predetermined weights, with a full score uniformly set at 100 points. Adaptability to extreme working conditions and emergency response capabilities were given high weights, while job coordination capabilities and individual operation capabilities were matched with weighted scores in turn. Then, deduction and bonus rules were formulated for each item, strictly benchmarking against physical parameters. Points were deducted according to the degree of deviation for omissions in operation steps, parameters exceeding tolerance, response timeouts, and coordination failures. Violations of operation resulted in direct deduction of corresponding points. Bonus points were awarded for zero-error completion of handling in extreme working conditions, emergency response faster than the standard time limit, and significantly improved coordination efficiency. All scoring details were deeply bound to the operating specifications of the physical training cabin to ensure that the scoring basis was objective and consistent. Finally, the indicators, weights, scores, and bonus / deduction rules were integrated and packaged to form a comprehensive capability evaluation index system that was directly used for automatic scoring by the system.

[0098] S53. Based on the evaluation index system, the individual operation data, team training data and supplementary training improvement data of the trainees are quantitatively scored and divided into three ability levels: excellent, qualified and needing improvement. Specifically, the standardized execution rate, correct use rate of emergency equipment, and emergency action response time in individual operation data, the job coordination response time, collaborative operation completion rate, and overall escape time in team training data, and the increase in operation accuracy, reduction in emergency response time, and improvement in collaborative efficiency in supplementary training data are all mapped to the assessment elements in the indicator system one by one, and scored item by item according to the weight allocation of extreme working condition adaptability, emergency response capability, job collaboration capability, and individual operation capability.

[0099] The system compares the measured data with the physical standard thresholds in real time, strictly enforces the scoring rules, and awards points according to the standards for standardized operation, timely response, and smooth cooperation. Points are deducted for problems such as missing steps, out-of-tolerance parameters, and disjointed cooperation. Points are added according to regulations for outstanding retraining results and excellent handling of extreme conditions. The system automatically calculates a comprehensive quantitative score and then classifies the levels based on the preset score range: those with a comprehensive score reaching the specified high score, all core indicators meeting the standards, and outstanding performance are rated as excellent; those with a score above the passing line, key operations meeting the physical requirements, and only a few non-critical deviations are rated as qualified; those with a score below the passing line, non-standard individual operation, obvious shortcomings in emergency or collaborative capabilities, and inability to meet the practical requirements of the physical training cabin are rated as needing improvement.

[0100] S54. Based on the trainees' ability level, scores in each dimension, weak operational skills, and job suitability, generate a personalized trainee ability report that includes detailed training data, ability gap analysis, and job optimization suggestions.

[0101] Specifically, the system first automatically collects and sorts out the training data details, integrates the quantitative scores of four dimensions: single-person operation, job collaboration, emergency response, and extreme working condition adaptation, compares the operation accuracy, response time, and collaboration efficiency before and after retraining, as well as the practical operation records and deviation data under normal and extreme working conditions, and presents them clearly according to job position and assessment dimensions.

[0102] Subsequently, based on the scores and shortcomings data, a precise analysis of capability gaps was conducted. This analysis aligned with the requirements of practical training, identifying core issues such as non-standard individual operations, delayed emergency response, poor inter-departmental coordination, or insufficient adaptability to extreme working conditions. The root causes of these problems were further explored by considering the type of error, the specific working conditions, and the job responsibilities. Finally, by combining the personnel's skill characteristics with their initial job assignments, the current job suitability was assessed, and adjustment suggestions were provided for personnel whose skills did not match their positions.

[0103] Based on this, personalized job optimization suggestions were developed. Targeted improvement plans were formulated for different positions, including cabin operation, crane remote control, and emergency command, focusing on strengthening standard operating procedures, improving emergency response, enhancing collaborative drills, and specializing in adapting to extreme working conditions. Finally, detailed data, deficiency analysis, job recommendations, and competency level assessments were integrated into a complete report.

[0104] The above description is only a preferred embodiment of the present invention and is not intended to limit the present invention. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of the present invention should be included within the protection scope of the present invention.

Claims

1. A virtual simulation teaching method for helicopter water escape training, characterized in that, Includes the following steps: S1. Obtain the technical parameters, safe operation procedures and emergency response data of the helicopter water escape training cabin, build a virtual simulation teaching system for the working conditions of the actual training cabin, and organize trainees to complete the theoretical assessment and physical condition screening of helicopter water escape, and screen out qualified trainees and their physical parameters. S2. Conduct basic single-person escape operation training for qualified trainees in the virtual simulation teaching system, and divide the trainees into groups and assign tasks based on their physical parameters; S3. Based on the group assignments of the trainees, conduct group-based collaborative escape training by simulating conventional and extreme water fall scenarios in turn. Monitor individual operation data and team training data of the trainees in real time, and formulate replay and review strategies and targeted supplementary training plans based on the monitoring data. S4. Organize trainees to conduct physical teaching operations in the virtual simulation teaching system based on the replay and review strategy and the targeted supplementary training plan, and conduct supplementary training comparison and analysis between the physical teaching operations and the replay and review strategy and the targeted supplementary training plan. S5. Optimize and adjust the virtual simulation teaching system based on the results of the supplementary training comparison analysis, conduct a comprehensive ability evaluation of the trainees based on the optimized and adjusted virtual simulation teaching system, and generate a trainee ability report based on the comprehensive ability evaluation results.

2. The virtual simulation teaching method for helicopter water escape training according to claim 1, characterized in that, The process of acquiring the technical parameters, safe operating procedures, and emergency response data of the helicopter water escape training cabin, building a virtual simulation teaching system for the cabin's operating conditions, and simultaneously organizing trainees to complete theoretical assessments and physical condition screenings for helicopter water escape, and selecting qualified trainees and their physical parameters, includes the following steps: S11. Obtain the number of passengers, take-off and landing speed, roll angle and underwater descent depth of the helicopter water escape training cabin as core technical parameters, and compile the training cabin's empty and loaded operation process, safety protection configuration, safety operation procedures for emergency shutdown, and emergency response data for braking and air circuit failure handling. S12. Based on core technical parameters, safe operating procedures and emergency response data, a virtual simulation teaching system consistent with the actual working conditions is constructed using three-dimensional virtual modeling. S13. Organize trainees to complete a theoretical knowledge assessment on helicopter water escape, including equipment operation procedures, emergency escape procedures, and underwater safety protection requirements, and remove those who fail the theoretical assessment. S14. Screen the physical condition and limb function of those who pass the theoretical examination, exclude those whose physical condition does not meet the preset requirements, and collect and record the physical parameters such as physical fitness and limb coordination of qualified trainees.

3. The virtual simulation teaching method for helicopter water escape training according to claim 1, characterized in that, The process of conducting basic individual escape operation training for qualified trainees in a virtual simulation teaching system, and grouping and assigning tasks to trainees based on their physical parameters, includes the following steps: S21. Conduct basic escape training for qualified trainees in the virtual simulation teaching system, including hatch operation, wearing emergency breathing equipment, using safety buckles, and underwater escape. S22. Collect data such as operational proficiency, completion time, and operational accuracy during basic escape operation training. S23. Based on the trainees' physical parameters and basic training performance, the trainees were grouped according to the pre-set escape job responsibilities of cabin operation, crane remote control, and emergency command. S24. Assign corresponding escape positions and collaborative operation tasks to trainees in different groups, clarify the job responsibilities of pneumatic drive and remote control equipment operation, and divide the work among groups.

4. The virtual simulation teaching method for helicopter water escape training according to claim 1, characterized in that, The training, which simulates both conventional and extreme water-fall scenarios based on the group assignments of the trainees, includes the following steps: Real-time monitoring of individual and team operational data, and development of replay and debriefing strategies and targeted retraining plans based on the monitoring data. S31. Based on the group division of labor, load the conventional water fall conditions of calm water surface, normal posture and small angle tilt into the virtual simulation teaching system, and organize the trainees to complete the basic group collaborative escape training including job coordination and basic equipment operation under the conventional water fall conditions. S32. After completing the basic group-based coordinated escape training, switch to extreme water-fall conditions such as overturning, side-climbing, water flow disturbance, and water ingress into the cabin to carry out high-difficulty group-based coordinated escape training. Maintain the continuity between regular water-fall and extreme water-fall training. Combine the braking system of the physical training cabin and the emergency response requirements for emergency shutdown to complete the full-scenario group-based coordinated escape drill. S33. In the full-scenario grouped collaborative escape drill, the virtual simulation teaching system collects individual operation data and team training data in real time. Individual operation data includes operation actions, response time, operation accuracy rate and emergency equipment usage speed, while team training data includes job coordination, coordination efficiency and overall escape time. S34. Identify and locate abnormal nodes in individual operation data and team training data, and formulate a multi-dimensional replay and review strategy based on the problem location results, including training video playback and equipment operation data review, as well as targeted supplementary training plans for corresponding positions and personnel.

5. The virtual simulation teaching method for helicopter water escape training according to claim 1, characterized in that, The organization organizes trainees to conduct physical teaching operations in a virtual simulation teaching system based on replay and review strategies and targeted retraining plans. The physical teaching operations are then compared and analyzed with the replay and review strategies and targeted retraining plans, including the following steps: S41. Organize trainees to review training replay videos and equipment operation data, and complete problem analysis and cause summary according to the replay review strategy; S42. Based on the targeted retraining plan, conduct physical teaching operations for the corresponding weak links in the virtual simulation teaching system, and focus on strengthening training in extreme working conditions, equipment operation procedures and team collaboration. S43. Collect operational data during the supplementary training process, and compare it item by item with the requirements of the supplementary training plan and the standard operating parameters of the physical training cabin. Based on the comparison results, analyze the improvement effect of operation accuracy, response time and team collaboration efficiency before and after supplementary training to obtain the supplementary training comparison analysis results.

6. The virtual simulation teaching method for helicopter water escape training according to claim 1, characterized in that, The process of optimizing and adjusting the virtual simulation teaching system based on the results of supplementary training comparison and analysis, conducting a comprehensive ability evaluation of trainees based on the optimized and adjusted virtual simulation teaching system, and generating a trainee ability report based on the comprehensive ability evaluation results includes the following steps: S51. The operational deviations and equipment parameter matching errors found in the supplementary training comparison analysis are compared with the safety operation specifications of the physical training cabin, and the working parameters, equipment action logic, and operation judgment criteria of the virtual simulation teaching system are iteratively optimized. S52. Based on the optimized virtual simulation teaching system, a comprehensive ability evaluation index system is constructed from four dimensions: individual operation ability, job collaboration ability, emergency response ability and extreme working condition adaptability. The evaluation weight of each dimension is set in combination with the training focus and escape practice requirements of the physical training cabin. S53. Based on the evaluation index system, the individual operation data, team training data and supplementary training improvement data of the trainees are quantitatively scored and divided into three ability levels: excellent, qualified and needing improvement. S54. Based on the trainees' ability level, scores in each dimension, weak operational skills, and job suitability, generate a personalized trainee ability report that includes detailed training data, ability gap analysis, and job optimization suggestions.

7. A virtual simulation teaching method for helicopter water escape training according to claim 2, characterized in that, The virtual simulation teaching system, which is based on core technical parameters, safe operating procedures, and emergency response data and uses 3D virtual modeling to construct a virtual simulation teaching system that matches the actual working conditions, includes the following steps: S121. Based on the dimensional parameters of the four core structures of the physical training cabin—single-arm crane, training cabin, tilting drive system, and braking system—as well as the key components such as the skeleton, circular track, pneumatic motor, and reducer, a three-dimensional physical model is built, and the crane components and training cabin structure are reproduced. S122. Import the core operating parameters of the training cabin structure, replicate the working action logic of lifting speed, tilting angle, boom rotation and underwater descent depth, and match the equipment operation rules of the air pressure threshold in the pneumatic drive system and the emergency braking response in the braking system. S123. Embed the equipment operation rules into the safety operation specification logic of the physical training cabin, build an interactive module for operation, and set standardized operation steps. S124. Based on emergency response data, build fault emergency interaction nodes, and input standardized operating procedures, equipment operation rules and fault emergency interaction nodes into a three-dimensional solid model to generate a virtual simulation teaching system.

8. A virtual simulation teaching method for helicopter water escape training according to claim 4, characterized in that, The process of identifying and locating abnormal nodes in individual operation data and team training data, and developing a multi-dimensional replay and review strategy based on the problem location results, including training video playback and equipment operation data review, as well as targeted retraining plans for corresponding positions and personnel, includes the following steps: S341. Identify abnormal nodes in the collected individual operation data and team training data, and classify the problems into three categories: equipment operation error, job coordination deviation, and improper emergency response, and locate the specific responsible person, their job position, and the corresponding training condition. S342. Based on the specific responsible personnel, their positions and corresponding training conditions, formulate a multi-dimensional playback and review strategy that includes training video playback and equipment operation data review. Divide the review units according to the positions, extract the corresponding training video segments for abnormal nodes and retrieve the equipment operation parameter curves to carry out video playback review and curve data review. S343. Synchronously link the video playback review and curve data review with the standard operating parameters and safety operating procedures of the physical training cabin as a multi-dimensional review benchmark, and formulate targeted supplementary training plans for corresponding positions and personnel based on the multi-dimensional review benchmark to match their problem types.

9. A virtual simulation teaching method for helicopter water escape training according to claim 5, characterized in that, The process of collecting operational data during supplementary training and comparing it item by item with the requirements of the supplementary training plan and the standard operating parameters of the physical training cabin, and analyzing the improvement in operational accuracy, response time, and team collaboration efficiency before and after supplementary training based on the comparison results, includes the following steps: S431. Collect operational data in all dimensions during the supplementary training process, including the standardized operation execution rate of individual operations, emergency action response time, equipment usage accuracy rate, and the job coordination response time, collaborative operation completion rate, and overall escape time of team training, and store them in categories according to job position and training conditions. S432. Compare the supplementary training operation data with the preset goals of the supplementary training plan and the standard operating parameters of the physical training cabin item by item. At the same time, compare the operation data of the same person, the same position, and the same working conditions before and after the supplementary training, and quantitatively analyze the improvement in operation accuracy, the reduction in emergency response time, and the improvement in team collaboration efficiency. S433. Combining the results of item-by-item comparison and quantitative improvement, the supplementary training effect is divided into excellent, qualified and unqualified categories, and integrated to form a supplementary training comparison analysis result that includes data comparison details, deviation analysis and improvement effect evaluation.

10. A virtual simulation teaching method for helicopter water escape training according to claim 6, characterized in that, The optimized virtual simulation teaching system constructs a comprehensive ability evaluation index system from four dimensions: individual operation ability, job collaboration ability, emergency response ability, and extreme working condition adaptability. The evaluation weights for each dimension are set in conjunction with the training focus and escape practice requirements of the physical training cabin, including the following steps: S521. Clearly define the core assessment elements for evaluating individual operational ability, job coordination ability, emergency response ability, and adaptability to extreme working conditions. Combine the training focus of the physical training cabin and the requirements for escape practice, and set the weights of the ability dimensions of adaptability to extreme working conditions, emergency response ability, job coordination ability, and individual operational ability. S522. Based on the standard operating parameters and safety operating procedures of the physical training cabin, and combined with the weight of the capability dimensions, quantitative scoring rules are formulated for each assessment element, and deduction and bonus items are clearly defined to build a comprehensive capability evaluation index system.

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