A student meal nutrition planning method and system

Abstract

The application discloses a student meal nutrition planning method and system, and relates to the technical field of meal nutrition planning. Through personalized meal plans, the student can be ensured to obtain sufficient and balanced nutrition, meet the growth and development and learning needs, and maintain a healthy lifestyle, promote the comprehensive development of physical and mental health by comprehensively considering biological rhythm and psychological health data. Reasonable meal planning can improve the student's attention, learning efficiency and physical strength. Through personalized care and guidance for each student, the individual differences and needs of the students can be better met, and the health awareness and self-management ability of the students can be enhanced. Through the evaluation of each step of the system, the implementation effect of the meal plan can be comprehensively monitored, the planning scheme can be timely adjusted and improved, and the sustainability and effectiveness thereof can be ensured. According to the scheme, targeted nutrition education is carried out, aiming to help the students understand and accept the importance of the meal plan.

Description

Technical Field

[0001] This invention relates to the field of dietary nutrition planning technology, specifically to a method and system for student dietary nutrition planning. Background Technology

[0002] With the improvement of people's living standards and the enhancement of health awareness, student dietary nutrition planning methods have become increasingly important. In the past, school canteens typically provided convenient and high-calorie foods, leading to long-term poor eating habits and nutritional imbalances among students. As students pay more attention to healthy eating, schools have begun to focus on student dietary nutrition planning, providing healthier and more nutritionally balanced catering services. Therefore, a student dietary nutrition planning method and system has emerged.

[0003] Existing technologies, such as the student dietary nutrition planning method, apparatus, equipment, and storage medium disclosed in invention patent application CN116798574A, involve obtaining physiological data of students based on their student IDs, generating dietary nutrition indicators based on the physiological data, acquiring the students' dietary information, and determining the ingested nutrients based on the dietary information. Based on a dietary planning model, a dietary plan is dynamically generated according to the ingested nutrients and the dietary nutrition indicators. By determining nutritional requirement indicators based on student information and determining the nutrients ingested that day based on the student's dietary information, and dynamically generating the subsequent dietary plan based on the nutritional requirement indicators, this ensures that students can fully meet their daily nutritional needs and can personalized dietary plans recommended according to each student's preferences.

[0004] Regarding the above solutions, the applicant of this invention has found that the above technology has at least the following technical problems: 1. The above solutions usually adopt a uniform diet plan or simple dietary advice, which cannot be customized according to the individual differences and special needs of students, resulting in insufficient applicability and practicality of the diet plan. It often only considers the basic physical indicators of students, such as age and weight, and lacks comprehensive consideration of factors such as biological rhythms and mental health, and cannot fully assess the health status and dietary needs of students.

[0005] 2. The above-mentioned plan lacks an effective evaluation and adjustment mechanism during the implementation of the dietary plan. It cannot be adjusted and optimized in a timely manner according to the actual implementation of the students, resulting in poor implementation effect of the dietary plan. It often lacks in-depth guidance on nutrition education for students and plans to cultivate healthy eating habits. It cannot help students establish health awareness and cultivate correct dietary concepts. There may be deficiencies in the dietary management of school canteens. The canteen catering services lack scientific basis and personalized services, and cannot meet the nutritional needs of students. Summary of the Invention

[0006] To address the aforementioned technical shortcomings, the purpose of this invention is to provide a method and system for student dietary nutrition planning.

[0007] To solve the above-mentioned technical problems, the present invention adopts the following technical solution: In the first aspect, the present invention provides a student dietary nutrition planning method, including: Step 1, obtaining the initial dietary plan: obtaining the corresponding physical indicators of each student in each class of the target school in the current period, including age, weight, body fat percentage and skeletal muscle content, and then analyzing to obtain the initial dietary plan corresponding to each student in each class.

[0008] Step 2: Acquisition of the assessment system: Obtain the biorhythm data and mental health data of each student in each class, and then analyze the biorhythm assessment coefficient and mental health assessment coefficient of each student in each class, and further analyze the comprehensive life assessment coefficient of each student in each class.

[0009] Step 3: Obtaining the Comprehensive Life Assessment Coefficient: Based on the comprehensive life assessment coefficient of each student in each class, analyze the dietary plan adjustment value corresponding to the initial dietary plan of each student in each class, adjust the initial dietary plan of each student in each class according to the corresponding dietary plan adjustment value, and record the adjusted initial dietary plan as the final dietary plan.

[0010] Step 4: Obtaining the Execution Completion Evaluation Coefficient: Obtain the execution parameters corresponding to the final meal plan of each student in each class. The execution parameters include plan satisfaction and plan completion rate, and then analyze to obtain the execution completion evaluation coefficient corresponding to each class.

[0011] Step 5: Analysis of Nutrition Education Plan: Based on the implementation completion evaluation coefficient of each class, analyze the corresponding nutrition education plan for each class, and then conduct education in each class according to the corresponding nutrition education plan.

[0012] Preferably, the analysis obtains the initial dietary plan for each student in each class. The specific acquisition process is as follows: A1. The school regularly organizes physical examinations for students. Through the physical examination records, the school collects the age, weight, body fat percentage, and skeletal muscle mass data of each student in each class and stores the data in the database.

[0013] A2. Extract the age, weight, body fat percentage, and skeletal muscle mass of each student in each class of the target school in the current period from the database. Compare the age, weight, body fat percentage, and skeletal muscle mass of each student in each class with the age, weight, body fat percentage, and skeletal muscle mass of each initial dietary plan in the database. If the age, weight, body fat percentage, and skeletal muscle mass of a student in a certain class are the same as the age, weight, body fat percentage, and skeletal muscle mass of an initial dietary plan in the database, then use the initial dietary plan in the database as the initial dietary plan for that student in that class.

[0014] Preferably, the specific analysis process for analyzing the dietary plan adjustment values ​​corresponding to the initial dietary plans of each student in each class is as follows: The comprehensive life assessment coefficient corresponding to each student in each class is compared with the comprehensive life assessment coefficient range corresponding to each dietary plan adjustment value in the database. If the comprehensive life assessment coefficient corresponding to a student in a certain class is within the comprehensive life assessment coefficient range corresponding to a dietary plan adjustment value in the database, then the dietary plan adjustment value in the database is taken as the dietary plan adjustment value corresponding to the initial dietary plan of that student in that class. In this way, the dietary plan adjustment values ​​corresponding to the initial dietary plans of each student in each class are analyzed.

[0015] Preferably, the analysis of the nutrition education planning schemes corresponding to each class is carried out in the following specific process: the execution completion evaluation coefficients corresponding to each class are compared with the execution completion evaluation coefficients corresponding to each nutrition education planning scheme in the database. If the execution completion evaluation coefficient of a certain class is the same as the execution completion evaluation coefficient of a certain nutrition education planning scheme in the database, then the nutrition education planning scheme in the database is taken as the nutrition education planning scheme corresponding to that class. In this way, the nutrition education planning schemes corresponding to each class are analyzed.

[0016] In a second aspect, the present invention provides a student dietary nutrition planning system, comprising: an initial dietary plan acquisition module: used to acquire the corresponding physical indicators of each student in each class of the target school in the current period, the physical indicators including age, weight, body fat percentage and skeletal muscle content, and then analyze to obtain the initial dietary plan corresponding to each student in each class.

[0017] The assessment system acquisition module is used to acquire the biorhythm data and mental health data of each student in each class, thereby analyzing and obtaining the biorhythm assessment coefficient and mental health assessment coefficient of each student in each class, and further analyzing and obtaining the comprehensive life assessment coefficient of each student in each class.

[0018] The Comprehensive Life Assessment Coefficient Acquisition Module is used to analyze the dietary plan adjustment value corresponding to the initial dietary plan of each student in each class based on the comprehensive life assessment coefficient of each student in each class, and then adjust the initial dietary plan of each student in each class according to the corresponding dietary plan adjustment value, and record the adjusted initial dietary plan as the final dietary plan.

[0019] The execution completion evaluation coefficient acquisition module is used to obtain the execution parameters corresponding to the final meal plan of each student in each class. The execution parameters include plan satisfaction and plan completion rate, and then analyze them to obtain the execution completion evaluation coefficient corresponding to each class.

[0020] Nutrition Education Planning and Analysis Module: This module analyzes the nutrition education plan for each class based on the corresponding completion evaluation coefficient, and then guides each class to implement the corresponding nutrition education plan.

[0021] The beneficial effects of this invention are as follows: 1. This invention provides a method and system for student dietary nutrition planning. Through personalized dietary plans, it can ensure that students receive sufficient and balanced nutrition to meet their growth, development, and learning needs. By comprehensively considering biological rhythms and mental health data, it can help students maintain a healthy lifestyle and promote the all-round development of physical and mental health. Reasonable dietary planning can improve students' attention, learning efficiency, and physical strength, and help improve the quality of learning and life. Through personalized care and guidance for each student, it can better meet their individual differences and needs, enhance students' health awareness and self-management ability. By evaluating each step of the system, the implementation effect of the dietary plan can be comprehensively monitored, and the planning scheme can be adjusted and improved in a timely manner to ensure its sustainability and effectiveness.

[0022] 2. In this embodiment of the invention, personalized dietary plans are developed based on students' physical indicators, circadian rhythm data, and mental health data. Students' sleep and wake cycles are obtained, and meal times are rationally arranged to ensure coordination between diet and circadian rhythms. For example, major meals are scheduled during the time when students feel most energetic to improve the efficiency of food digestion and absorption. By comprehensively considering various factors, the nutritional balance of students' diets is ensured, which helps improve their immunity and health. Simultaneously, appropriate food choices are provided for different emotional states. For instance, foods rich in vitamin B can alleviate anxiety and help improve students' mental state. Easier-to-digest foods are chosen, while high-fat and high-sugar foods are avoided to reduce the burden on the digestive system and improve food utilization efficiency, helping them develop healthy lifestyle habits. Through continuous evaluation and adjustment of the dietary plan, problems can be identified and adjusted in a timely manner, ensuring the controllable effectiveness of the dietary plan.

[0023] 3. In this embodiment of the invention, based on the completion evaluation coefficient of each class, corresponding nutrition education plans are analyzed and formulated. Targeted nutrition education is conducted according to these plans, aiming to help students understand and accept the importance of dietary plans and how to effectively implement them in daily life. This not only emphasizes personalized adjustments to the dietary plans but also focuses on students' actual implementation of the plans and their feedback on nutrition education. Through a systematic evaluation and feedback mechanism, dietary plans can be further optimized and improved to ensure their positive impact on students' overall health. Simultaneously, nutrition education activities are conducted in conjunction with the dietary plans to enhance students' understanding and awareness of nutrition. Attached Figure Description

[0024] To more clearly illustrate the technical solutions in the embodiments of the present invention or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the present invention. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort.

[0025] Figure 1 This is a flowchart illustrating the implementation steps of the method of the present invention.

[0026] Figure 2 This is a schematic diagram of the system module connections of the present invention. Detailed Implementation

[0027] The technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of the present invention, and not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of the present invention.

[0028] Examples of embodiments of the present invention Figure 1 As shown, a student dietary nutrition planning method includes the following steps: Step 1: Obtaining the initial dietary plan: Obtain the corresponding physical indicators of each student in each class of the target school in the current period. The physical indicators include age, weight, body fat percentage and skeletal muscle content, and then analyze them to obtain the corresponding initial dietary plan for each student in each class.

[0029] In a specific embodiment, the analysis obtains the initial dietary plan for each student in each class. The specific acquisition process is as follows: A1. The school regularly organizes physical examinations for students. Through the physical examination records, the school collects the age, weight, body fat percentage, and skeletal muscle mass data of each student in each class and stores the age, weight, body fat percentage, and skeletal muscle mass data of each student in each class in the database.

[0030] A2. Extract the age, weight, body fat percentage, and skeletal muscle mass of each student in each class of the target school in the current period from the database. Compare the age, weight, body fat percentage, and skeletal muscle mass of each student in each class with the age, weight, body fat percentage, and skeletal muscle mass of each initial dietary plan in the database. If the age, weight, body fat percentage, and skeletal muscle mass of a student in a certain class are the same as the age, weight, body fat percentage, and skeletal muscle mass of an initial dietary plan in the database, then use the initial dietary plan in the database as the initial dietary plan for that student in that class.

[0031] Step 2: Acquisition of the assessment system: Obtain the biorhythm data and mental health data of each student in each class, and then analyze the biorhythm assessment coefficient and mental health assessment coefficient of each student in each class, and further analyze the comprehensive life assessment coefficient of each student in each class.

[0032] In one specific embodiment, the circadian rhythm data includes sleep duration, deep sleep ratio, and REM sleep ratio for each time period, and the mental health data includes stress index, anxiety index, and depression index.

[0033] It should be noted that wearable devices or smartphone apps are used to monitor students' sleep patterns and quality. These devices can typically provide data on deep sleep and REM sleep, as well as overall sleep duration, thereby obtaining the corresponding sleep duration, deep sleep ratio, and REM sleep ratio for each student in each class at each time period.

[0034] It should also be noted that common questionnaires targeting mental health indicators such as stress, anxiety, and depression are used to ask students to answer questions related to these issues, such as stressors, anxiety symptoms, and depression levels, and the corresponding indices are obtained through their self-reports.

[0035] In another specific embodiment, the analysis yields the circadian rhythm assessment coefficients for each student in each class. The specific analysis process is as follows: the sleep duration, deep sleep ratio, and REM sleep ratio for each student in each class at each time period are respectively denoted as... , and ,in, This indicates the corresponding number for each class. , It is any integer greater than 2. This indicates the student's corresponding number. , It is any integer greater than 2. This indicates the corresponding number for each time period. , Let be any integer greater than 2, and substitute it into the calculation formula. In this process, the biorhythm assessment coefficients for each student in each class were obtained. ,in, , , These are the set standard sleep duration, standard deep sleep ratio, and standard REM sleep ratio for each student. , , These are the weighting factors corresponding to the set student sleep duration, the deep sleep ratio, and the REM sleep ratio, respectively.

[0036] It should be noted that, , , All are greater than 0 and less than 1.

[0037] It should also be noted that this process involved summarizing a large amount of research and experimental data. Standard sleep duration, standard deep sleep ratio, and standard REM sleep ratio for students were set by professional and research institutions. Furthermore, the process incorporated the expertise and research of field experts, and was discussed and confirmed with industry organizations or professional institutions. Experts then set weighting factors for student sleep duration, deep sleep ratio, and REM sleep ratio based on their experience and knowledge.

[0038] In another specific embodiment, the analysis yields the mental health assessment coefficients for each student in each class. The specific analysis process is as follows: the stress index, anxiety index, and depression index for each student in each class are respectively denoted as... , and Substitute into the calculation formula In this process, the biorhythm assessment coefficients for each student in each class were obtained. ,in, , , These are the standard stress index, standard anxiety index, and standard depression index corresponding to the students. , , These are the weighting factors corresponding to the student stress index, anxiety index, and depression index, respectively.

[0039] It should be noted that, , , All are greater than 0 and less than 1.

[0040] It should also be noted that this was achieved through a summary of extensive research and experimental data. Standardized stress, anxiety, and depression indices were established for students by professional and research institutions. Furthermore, these indices were based on the expertise and research of field experts, and were discussed and confirmed with industry organizations or professional institutions. Experts then set the weighting factors for the student stress, anxiety, and depression indices based on their experience and knowledge.

[0041] In another specific embodiment, the analysis yields the comprehensive life assessment coefficient for each student in each class. The specific analysis process is as follows: Substitute the biorhythm assessment coefficient and mental health assessment coefficient for each student in each class into the calculation formula. In this process, the comprehensive life assessment coefficient corresponding to each student in each class is obtained. ,in, , These are the weighting factors corresponding to the student's biorhythm assessment coefficient and the psychological health assessment coefficient, respectively, where e represents the natural constant.

[0042] It should be noted that, , All are greater than 0 and less than 1.

[0043] It should also be noted that the weighting factors for the student's biorhythm assessment coefficient and the mental health assessment coefficient were determined by experts based on their professional knowledge and research, and after discussions and confirmation with industry organizations or professional institutions.

[0044] Step 3: Obtaining the Comprehensive Life Assessment Coefficient: Based on the comprehensive life assessment coefficient of each student in each class, analyze the dietary plan adjustment value corresponding to the initial dietary plan of each student in each class, adjust the initial dietary plan of each student in each class according to the corresponding dietary plan adjustment value, and record the adjusted initial dietary plan as the final dietary plan.

[0045] In a specific embodiment, the analysis of the dietary plan adjustment values ​​corresponding to the initial dietary plans of each student in each class is carried out as follows: The comprehensive life assessment coefficient corresponding to each student in each class is compared with the comprehensive life assessment coefficient range corresponding to the dietary plan adjustment values ​​in the database. If the comprehensive life assessment coefficient corresponding to a student in a certain class is within the comprehensive life assessment coefficient range corresponding to a dietary plan adjustment value in the database, then the dietary plan adjustment value in the database is used as the dietary plan adjustment value corresponding to the initial dietary plan of that student in that class. In this way, the dietary plan adjustment values ​​corresponding to the initial dietary plans of each student in each class are analyzed.

[0046] This invention, in its embodiments, develops personalized dietary plans based on students' physical indicators, circadian rhythm data, and mental health data. It obtains students' sleep and wake cycles and rationally schedules meal times to ensure coordination between diet and circadian rhythms. For example, major meals are scheduled during periods when students feel most energetic to improve digestion and absorption efficiency. By comprehensively considering various factors, it ensures a balanced diet, contributing to improved immunity and overall health. Simultaneously, it provides appropriate food choices for different emotional states; for instance, foods rich in vitamin B can alleviate anxiety and improve students' mental state. It selects easily digestible foods and avoids high-fat and high-sugar foods to reduce the burden on the digestive system, improve food utilization efficiency, and help students develop healthy lifestyle habits. Through continuous evaluation and adjustment of the dietary plan, problems can be identified and addressed promptly, ensuring the plan's effectiveness is controllable.

[0047] Step 4: Obtaining the Execution Completion Evaluation Coefficient: Obtain the execution parameters corresponding to the final meal plan of each student in each class. The execution parameters include plan satisfaction and plan completion rate, and then analyze to obtain the execution completion evaluation coefficient corresponding to each class.

[0048] In a specific embodiment, the analysis yields the execution completion evaluation coefficient for each class. The specific analysis process is as follows: the plan satisfaction and plan completion rate for each student in each class are respectively denoted as... and ,in, This indicates the corresponding number for each class. , It is any integer greater than 2. This indicates the student's corresponding number. , Let be any integer greater than 2, and substitute it into the calculation formula. In this process, the performance completion evaluation coefficient for each class is obtained. ,in, , These are the student satisfaction rate and the completion rate of the standard plan corresponding to the final student meal plan. , These are the weighting factors corresponding to the final student meal plan satisfaction rate and the weighting factor corresponding to the plan completion rate, respectively.

[0049] It should be noted that, , All are greater than 0 and less than 1.

[0050] It should also be noted that this was achieved through a summary of extensive research and experimental data. Based on the standard plan satisfaction and completion rate set by professional and research institutions, the final student dietary plan was determined. Furthermore, it was based on the professional knowledge and research of experts in the field, and discussed and confirmed with industry organizations or professional institutions. Experts then set the weighting factors for student final dietary plan satisfaction and completion rate based on their experience and knowledge.

[0051] Step 5: Analysis of Nutrition Education Plan: Based on the implementation completion evaluation coefficient of each class, analyze the corresponding nutrition education plan for each class, and then conduct education in each class according to the corresponding nutrition education plan.

[0052] In a specific embodiment, the analysis of the nutrition education planning schemes corresponding to each class is carried out as follows: the execution completion evaluation coefficients corresponding to each class are compared with the execution completion evaluation coefficients corresponding to each nutrition education planning scheme in the database. If the execution completion evaluation coefficient of a certain class is the same as the execution completion evaluation coefficient of a certain nutrition education planning scheme in the database, then the nutrition education planning scheme in the database is taken as the nutrition education planning scheme corresponding to that class. In this way, the nutrition education planning schemes corresponding to each class are analyzed.

[0053] This invention, in its embodiments, analyzes and formulates corresponding nutrition education plans based on the completion evaluation coefficients of each class. Targeted nutrition education is then conducted according to these plans, aiming to help students understand and accept the importance of dietary plans and how to effectively implement them in daily life. This not only emphasizes personalized adjustments to the dietary plans but also focuses on students' actual implementation and their feedback on nutrition education. Through a systematic evaluation and feedback mechanism, dietary plans can be further optimized and improved to ensure their positive impact on students' overall health. Simultaneously, nutrition education activities are conducted in conjunction with the dietary plans to enhance students' understanding and awareness of nutrition.

[0054] Examples of embodiments of the present invention Figure 2 As shown, a student dietary nutrition planning system includes: an initial dietary plan acquisition module, an assessment system acquisition module, a comprehensive life assessment coefficient acquisition module, an execution completion assessment coefficient acquisition module, a nutrition education planning analysis module, and a database.

[0055] Initial Diet Plan Acquisition Module: This module is used to acquire the physical indicators of each student in each class of the target school during the current period. These physical indicators include age, weight, body fat percentage, and skeletal muscle mass, and then analyze them to obtain the initial dietary plan for each student in each class.

[0056] The assessment system acquisition module is used to acquire the biorhythm data and mental health data of each student in each class, thereby analyzing and obtaining the biorhythm assessment coefficient and mental health assessment coefficient of each student in each class, and further analyzing and obtaining the comprehensive life assessment coefficient of each student in each class.

[0057] The Comprehensive Life Assessment Coefficient Acquisition Module is used to analyze the dietary plan adjustment value corresponding to the initial dietary plan of each student in each class based on the comprehensive life assessment coefficient of each student in each class, and then adjust the initial dietary plan of each student in each class according to the corresponding dietary plan adjustment value, and record the adjusted initial dietary plan as the final dietary plan.

[0058] The execution completion evaluation coefficient acquisition module is used to obtain the execution parameters corresponding to the final meal plan of each student in each class. The execution parameters include plan satisfaction and plan completion rate, and then analyze them to obtain the execution completion evaluation coefficient corresponding to each class.

[0059] Nutrition Education Planning and Analysis Module: This module analyzes the nutrition education plan for each class based on the corresponding completion evaluation coefficient, and then guides each class to implement the corresponding nutrition education plan.

[0060] This invention provides a method and system for student dietary nutrition planning. Through personalized dietary plans, it ensures that students receive sufficient and balanced nutrition to meet their growth, development, and learning needs. By comprehensively considering circadian rhythms and mental health data, it helps students maintain a healthy lifestyle and promotes their all-round development of physical and mental health. Reasonable dietary planning can improve students' attention, learning efficiency, and physical strength, and help improve the quality of learning and life. Through personalized care and guidance for each student, it can better meet their individual differences and needs, enhance students' health awareness and self-management ability, and comprehensively monitor the implementation effect of the dietary plan through the evaluation of each step of the system, so as to adjust and improve the planning scheme in a timely manner and ensure its sustainability and effectiveness.

[0061] The above description is merely an example and illustration of the concept of the present invention. Those skilled in the art can make various modifications or additions to the specific embodiments described or use similar methods to replace them, as long as they do not deviate from the concept of the invention or exceed the scope defined in this specification, they should all fall within the protection scope of the present invention.

Claims

1. A method for student dietary nutrition planning, characterized in that, include: Step 1: Obtaining the initial dietary plan: Obtain the corresponding physical indicators of each student in each class of the target school in the current period. The physical indicators include age, weight, body fat percentage and skeletal muscle mass, and then analyze them to obtain the corresponding initial dietary plan for each student in each class. Step 2: Acquisition of the assessment system: Obtain the biorhythm data and mental health data of each student in each class, and then analyze the biorhythm assessment coefficient and mental health assessment coefficient of each student in each class, and further analyze the comprehensive life assessment coefficient of each student in each class. Step 3: Obtaining the Comprehensive Life Assessment Coefficient: Based on the comprehensive life assessment coefficient of each student in each class, analyze the adjustment value of the initial dietary plan for each student in each class, adjust the initial dietary plan of each student in each class according to the corresponding adjustment value, and record the adjusted initial dietary plan as the final dietary plan. Step 4: Obtaining the Execution Completion Evaluation Coefficient: Obtain the execution parameters corresponding to the final meal plan of each student in each class. The execution parameters include plan satisfaction and plan completion rate, and then analyze to obtain the execution completion evaluation coefficient corresponding to each class. Step 5: Analysis of Nutrition Education Plan: Based on the implementation completion evaluation coefficient of each class, analyze the corresponding nutrition education plan for each class, and then conduct education in each class according to the corresponding nutrition education plan.

2. The student dietary nutrition planning method as described in claim 1, characterized in that, The analysis yielded the initial meal plan for each student in each class. The specific acquisition process is as follows: A1. The school regularly organizes physical examinations for students. Through the physical examination records, the school collects data on the age, weight, body fat percentage, and skeletal muscle mass of each student in each class and stores this data in a database. A2. Extract the age, weight, body fat percentage, and skeletal muscle mass of each student in each class of the target school in the current period from the database. Compare the age, weight, body fat percentage, and skeletal muscle mass of each student in each class with the age, weight, body fat percentage, and skeletal muscle mass of each initial dietary plan in the database. If the age, weight, body fat percentage, and skeletal muscle mass of a student in a certain class are the same as the age, weight, body fat percentage, and skeletal muscle mass of an initial dietary plan in the database, then use the initial dietary plan in the database as the initial dietary plan for that student in that class.

3. The student dietary nutrition planning method as described in claim 1, characterized in that, The circadian rhythm data includes sleep duration, deep sleep ratio, and REM sleep ratio for each time period, while the mental health data includes stress index, anxiety index, and depression index.

4. The student dietary nutrition planning method as described in claim 3, characterized in that, The analysis yielded the biorhythm assessment coefficients for each student in each class. The specific analysis process is as follows: The sleep duration, deep sleep percentage, and REM sleep percentage for each student in each class at each time period are recorded as follows: , and ,in, This indicates the corresponding number for each class. , It is any integer greater than 2. This indicates the student's corresponding number. , It is any integer greater than 2. This indicates the corresponding number for each time period. , Let be any integer greater than 2, and substitute it into the calculation formula. In this process, the biorhythm assessment coefficients for each student in each class were obtained. ,in, , , These are the set standard sleep duration, standard deep sleep ratio, and standard REM sleep ratio for each student. , , These are the weighting factors corresponding to the set student sleep duration, the deep sleep ratio, and the REM sleep ratio, respectively.

5. A student dietary nutrition planning method as described in claim 4, characterized in that, The analysis yielded the mental health assessment coefficients for each student in each class. The specific analysis process is as follows: The stress index, anxiety index, and depression index of each student in each class were recorded as follows: , and Substitute into the calculation formula In this process, the biorhythm assessment coefficients for each student in each class were obtained. ,in, , , These are the standard stress index, standard anxiety index, and standard depression index corresponding to the students. , , These are the weighting factors corresponding to the student stress index, anxiety index, and depression index, respectively.

6. A student dietary nutrition planning method as described in claim 5, characterized in that, The analysis yielded the comprehensive life evaluation coefficient for each student in each class. The specific analysis process is as follows: Substitute the biorhythm assessment coefficient and mental health assessment coefficient corresponding to each student in each class into the calculation formula. In this process, the comprehensive life assessment coefficient corresponding to each student in each class is obtained. ,in, , These are the weighting factors corresponding to the student's biorhythm assessment coefficient and the psychological health assessment coefficient, respectively, where e represents the natural constant.

7. A student dietary nutrition planning method as described in claim 6, characterized in that, The analysis of the dietary plan adjustment values ​​corresponding to the initial dietary plans of each student in each class is as follows: The comprehensive life assessment coefficients of each student in each class are compared with the range of comprehensive life assessment coefficients corresponding to each dietary plan adjustment value in the database. If the comprehensive life assessment coefficient of a student in a class is within the range of comprehensive life assessment coefficients corresponding to a dietary plan adjustment value in the database, then the dietary plan adjustment value in the database is used as the dietary plan adjustment value corresponding to the initial dietary plan of that student in that class. In this way, the dietary plan adjustment values ​​corresponding to the initial dietary plans of each student in each class are analyzed.

8. A student dietary nutrition planning method as described in claim 1, characterized in that, The analysis yielded the performance completion evaluation coefficient for each class. The specific analysis process is as follows: The satisfaction rate and completion rate of each student's final meal plan in each class are recorded as follows: and ,in, This indicates the corresponding number for each class. , It is any integer greater than 2. This indicates the student's corresponding number. , Let be any integer greater than 2, and substitute it into the calculation formula. In this process, the performance completion evaluation coefficient for each class is obtained. ,in, , These are the student satisfaction rate and the completion rate of the standard plan corresponding to the final student meal plan. , These are the weighting factors corresponding to the final student meal plan satisfaction rate and the weighting factor corresponding to the plan completion rate, respectively.

9. A student dietary nutrition planning method as described in claim 8, characterized in that, The analysis of the nutrition education plans for each class is as follows: The execution completion evaluation coefficients for each class are compared with the execution completion evaluation coefficients for each nutrition education plan in the database. If the execution completion evaluation coefficient for a class is the same as the execution completion evaluation coefficient for a nutrition education plan in the database, then the nutrition education plan in the database is taken as the nutrition education plan for that class. In this way, the nutrition education plans for each class are analyzed.

10. A student dietary nutrition planning system implementing the student dietary nutrition planning method according to any one of claims 1-9, characterized in that, include: Initial Diet Plan Acquisition Module: This module is used to acquire the physical indicators of each student in each class of the target school during the current period. These physical indicators include age, weight, body fat percentage, and skeletal muscle mass, and then analyze them to obtain the initial dietary plan for each student in each class. The assessment system acquisition module is used to acquire the biorhythm data and mental health data of each student in each class, thereby analyzing and obtaining the biorhythm assessment coefficient and mental health assessment coefficient of each student in each class, and further analyzing and obtaining the comprehensive life assessment coefficient of each student in each class. The Comprehensive Life Assessment Coefficient Acquisition Module is used to analyze the adjustment value of the initial dietary plan for each student in each class based on the comprehensive life assessment coefficient of each student in each class, adjust the initial dietary plan of each student in each class according to the corresponding adjustment value, and record the adjusted initial dietary plan as the final dietary plan. The execution completion evaluation coefficient acquisition module is used to obtain the execution parameters corresponding to the final meal plan of each student in each class. The execution parameters include plan satisfaction and plan completion rate, and then analyze and obtain the execution completion evaluation coefficient of each class. Nutrition Education Planning and Analysis Module: This module analyzes the nutrition education plan for each class based on the corresponding completion evaluation coefficient, and then guides each class to implement the corresponding nutrition education plan.

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