A method and system for teaching a subject through industrial products

Abstract

This invention discloses a method and system for teaching subject-specific knowledge through industrial product demonstrations, belonging to the technical field of intelligent teaching. By dividing product characteristics and lifecycles into demonstration stages, dynamic simulation animations are created for each stage, embedding subject-specific knowledge sets, including conceptual, principle-based, methodological, data-driven, and case-based knowledge points. The knowledge set embedding covers various forms such as text, graphics, audio, video, and interactive elements, and establishes a mapping and indexing relationship between the knowledge set and the animations, configuring corresponding teaching trigger instruction sets. Different embedding forms each have their advantages; for example, text accurately conveys knowledge, while graphics enhance intuitive understanding. The comprehensive application of these forms can provide a multi-sensory, personalized learning experience, effectively improving teaching and learning quality and meeting diverse learning needs.

Description

Technical Field

[0001] This invention belongs to the technical field of intelligent teaching, specifically relating to a method and system for teaching subjects through industrial products. Background Technology

[0002] Under the current primary and secondary education model, the curriculum mainly focuses on basic subjects, such as Chinese, mathematics, English, physics, chemistry, and biology. While this curriculum system, which emphasizes basic subjects, helps students master the fundamental knowledge of each subject and lay a solid foundation for subsequent learning, it to some extent neglects the close connection between subjects and professions, and lacks curriculum content specifically designed to link subjects and professions.

[0003] When primary and secondary school students explore information related to different academic disciplines, the channels they can access are relatively limited and have many drawbacks. On the one hand, they mainly rely on the experience sharing of parents and teachers. However, parents' and teachers' knowledge is often limited by their own industry fields and past experiences, making it difficult to comprehensively and accurately present the true nature and development prospects of each discipline in actual professions. On the other hand, information online is mostly fragmented, lacking systematicity and authority, while film and television works are more for artistic creation needs, often exaggerating and one-sidedly presenting the majors, which can easily lead to cognitive biases among students.

[0004] The limited access to information leads to inaccurate understanding of academic disciplines and majors, putting students in a difficult position when faced with the important decision of choosing a university major.

[0005] In conclusion, given the numerous shortcomings in current primary and secondary education regarding curriculum design that integrates subject and career, guidance for students' professional understanding, and meeting students' personalized learning needs, an innovative solution is urgently needed to improve this situation and provide students with more scientific and practical educational guidance and learning support. Summary of the Invention

[0006] To address the technical problems existing in the background art described above, the present invention provides a method and system for teaching academic disciplines through industrial product demonstrations.

[0007] This invention is achieved through the following technical solution: a method for teaching a subject through industrial product demonstration, comprising the following steps: Based on industrial products, a product simulation model is established, dividing the characteristics and lifecycle management of industrial products into... n A series of consecutive presentation phases; Create dynamic simulation animations for each presentation stage. In each dynamic simulation animation Embedded with corresponding subject-specific knowledge sets ; Construct subject-specific knowledge sets With dynamic simulation animation The mapping and indexing relationships between them; Configure teach trigger instruction set The teaching trigger instruction set The instructions in the code are used to invoke the corresponding dynamic simulation animation. and / or subject knowledge points The subject knowledge points With dynamic simulation animation There is a pre-defined dynamic display relationship between them.

[0008] In a further embodiment, the demonstration phase n This includes at least one of the following stages: material preparation stage, processing and manufacturing stage, quality inspection and testing stage, assembly and integration stage, structure demonstration stage, working principle stage, or operation and maintenance service stage.

[0009] In a further embodiment, the process for constructing the mapping relationship is as follows: Dynamic simulation animation Spatiotemporal semantic analysis was performed to extract several spatial cubes. Identify spatial cubes The state changes are decomposed into continuous key event points, resulting in a spatial cube. Key event sequence; dynamic simulation animation corresponding to each spatial cube. A spatiotemporal event unit, wherein, For time slices, For space slices; Define a knowledge ontology model , ,in It is a conceptual knowledge entity. It is a body of knowledge based on principles. It is a methodological knowledge body. For data knowledge bodies, It is a case-based knowledge body; Based on knowledge ontology model Subject-specific knowledge set Several knowledge entities are divided, and a mapping relationship between each knowledge entity and key event points is established. The mapping relationship includes at least one of the following: one-to-one mapping relationship, one-to-many mapping relationship, many-to-one mapping relationship, or conditional mapping relationship.

[0010] In a further embodiment, the process of establishing the index relationship includes: Based on the knowledge ontology model Define index dimensions, and create dynamic node index rules based on the index dimensions; The root node is defined as an industrial product, and the child nodes are arranged according to the hierarchical relationship of "display stage - key event sequence - key event point - subject knowledge point" to construct a multi-level tree index structure; Each index node contains: a space cube Subject knowledge points Index node association rules and push priority.

[0011] In a further embodiment, the teach-triggered instruction set The configuration methods include at least one of the following forms: There are three trigger modes: automatic triggering based on timeline, interactive triggering based on key points, and triggering based on parameter conditions.

[0012] In a further embodiment, the dynamically displayed relationship includes at least one of the following relationships: Synchronized display of animated knowledge, knowledge-driven animation backtracking, and parametric knowledge deduction.

[0013] In a further embodiment, the index dimension includes at least: Subject classification index dimension, cognitive level index dimension, process association index dimension, and problem-oriented index dimension.

[0014] In a further embodiment, the dynamic simulation animation The generation method includes at least one of the following: Physical simulation-driven, process data mapping, and parametric modeling.

[0015] In a further embodiment, the subject-specific knowledge set The embedding forms include: text embedding, graph embedding, voice embedding, video embedding, and interactive embedding.

[0016] A system for implementing the method of teaching subject-matter through industrial products as described above, comprising: The product modeling module is configured to construct 3D product simulation models based on industrial product CAD drawings, physical parameters, and process specifications; it also divides the characteristics and lifecycle management of industrial products into... n A series of consecutive presentation phases; The knowledge management module is configured to create dynamic simulation animations for each presentation stage. In each dynamic simulation animation Embedded with corresponding subject-specific knowledge sets ; Construct subject-specific knowledge sets With dynamic simulation animation The mapping and indexing relationships between them; The trigger control module is configured to set up the teaching trigger instruction set. The teaching trigger instruction set The instructions in the code are used to invoke the corresponding dynamic simulation animation. and / or subject knowledge points The subject knowledge points With dynamic simulation animation There is a pre-defined dynamic display relationship between them.

[0017] The beneficial effects of this invention are as follows: This invention uses dynamic simulation of the entire life cycle of industrial products (material preparation, processing and manufacturing, operation and maintenance services, etc.) to deeply bind abstract subject knowledge (such as mechanical engineering and materials chemistry) with specific engineering scenarios, effectively avoiding the problem of the disconnect between knowledge and practice in traditional education.

[0018] This invention establishes a knowledge ontology model. It constructs a systematic knowledge system that covers various types of knowledge points such as concepts, principles, methods, and cases, solves the cognitive biases caused by fragmented online information, and helps students build a comprehensive understanding of their major.

[0019] This invention constructs a tree structure of "demonstration stage - key event sequence - key event point - subject knowledge point" through index dimensions such as subject classification, cognitive level, process stage, and problem orientation, enabling autonomous knowledge retrieval and changing the passivity of traditional uniform teaching.

[0020] Learning outcomes are evaluated based on user interaction data (such as the duration of time spent on knowledge points and the number of times parameters are adjusted), and appropriate content is dynamically recommended to achieve "personalized teaching".

[0021] Through text annotation, voice narration, interactive 3D models (such as disassembling artillery automata in VR), and parametric experiments (such as adjusting propellant charge to observe ballistic changes), the learning needs of different cognitive styles are met; functions such as "animation-knowledge synchronous display" and "knowledge-driven animation backtracking" are supported. For example, when a student clicks on the knowledge point of "muzzle brake," the animation automatically jumps to the muzzle brake's working segment and highlights key structures, reinforcing the association between knowledge and the scene for better memorization. Attached Figure Description

[0022] Figure 1 It is a flowchart of the teaching methodology for industrial products.

[0023] Figure 2 This is a mapping diagram between knowledge entities and key event points.

[0024] Figure 3 It is a multi-level tree-like index structure diagram. Detailed Implementation

[0025] The present invention will now be further described with reference to the accompanying drawings and embodiments.

[0026] Example 1 like Figure 1 As shown, the method of teaching a subject through industrial product demonstration includes the following steps: Based on industrial products, a product simulation model is established, dividing the characteristics and lifecycle management of industrial products into... n A series of consecutive presentation phases.

[0027] Create dynamic simulation animations for each presentation stage. In each dynamic simulation animation Embedded with corresponding subject-specific knowledge sets ; Construct subject-specific knowledge sets With dynamic simulation animation The mapping and indexing relationships between them; Configure teach trigger instruction set The teaching trigger instruction set The instructions in the code are used to invoke the corresponding dynamic simulation animation. and / or subject knowledge points The subject knowledge points With dynamic simulation animation There is a pre-defined dynamic display relationship between them.

[0028] Demonstration phase in this embodiment n This includes at least one of the following stages: material preparation stage, processing and manufacturing stage, quality inspection and testing stage, assembly and integration stage, structure demonstration stage, working principle stage, or operation and maintenance service stage.

[0029] Taking a certain towed artillery system product as an example, its corresponding product simulation model should include three-dimensional models of the ignition gun, projectile, fuse, propellant cartridge, primer, etc. Based on the above structures, material properties are classified: barrel - high-strength steel, propellant - energetic material; define the kinematic pairs of key components (such as breech locking mechanism, recoil return kinematic pair).

[0030] The artillery firing process is divided into a structural demonstration stage (static component relationships) and a working principle stage (dynamic energy conversion). The working principle stage can be further subdivided into: firing sub-stage, combustion sub-stage, internal ballistics sub-stage, and firing stage. Therefore, dynamic simulation animation is used to... The stages are respectively shown: structural display stage, firing stage, combustion stage, internal ballistics stage, and sitting stage.

[0031] In this embodiment, dynamic simulation animation The generation methods include at least one of the following: physical simulation-driven, process data mapping, and parametric modeling. Further, physical simulation-driven modeling involves solving the physical field control equations to simulate the behavior of a product under real-world conditions. This is suitable for the demonstration stage that reveals complex physical mechanisms (such as working principles and failure mechanisms), such as simulating the temperature field diffusion of propellant combustion using computational fluid dynamics (CFD) (FLUENT solver, employing the EDC combustion model).

[0032] Process data mapping transforms structured data (CAD / CAE / CAM) from the product development process into visual animations, suitable for process-oriented display stages such as manufacturing and assembly. For example, based on digital twin technology, it can simulate the assembly sequence of artillery automatic mechanisms (such as the installation process of the breechblock, firing pin, and springs), and mark error-proofing points (such as "torque must reach 80 N·m").

[0033] Parametric modeling dynamically generates simulated scenarios under different working conditions by pre-setting the relationship between parameter variables and animation elements, supporting interactive exploration and knowledge deduction. For example, it can automatically generate tube deformation animations for different materials (steel / aluminum / composite materials), supporting the comparison of lightweight design schemes.

[0034] Based on the above products and corresponding scenarios, acquire the relevant subject knowledge points. And generate subject-specific knowledge sets Based on the examples above, subject-specific knowledge sets The majors that should be included include: Mechanical Engineering, Materials Science and Engineering, Weapon Science and Technology, Control Science and Engineering, Chemical Engineering and Technology, etc.

[0035] Taking artillery shells as an example, the materials for artillery shells include tungsten alloys, steel, and composite materials; the process flow includes precision casting, cold extrusion, heat treatment, machining, and surface treatment; the industries involved are military, chemical, mechanical, optoelectronic, and fluid mechanics; the corresponding majors include ammunition engineering and explosion technology, special energy technology, mechanical engineering, materials science, optoelectronic information, and fluid mechanics.

[0036] Furthermore, each major is associated with knowledge points corresponding to its stage, such as structural design and mechanical analysis in mechanical engineering; and material performance analysis in materials science and engineering, etc.

[0037] Therefore, the subject knowledge points in this embodiment It includes at least: conceptual knowledge points, principle-based knowledge points, methodological knowledge points, data-based knowledge points, and case-based knowledge points. Furthermore, conceptual knowledge points describe basic scientific concepts, terminology, and classifications, such as "internal ballistics" and "pyrotechnics."

[0038] Principle-based knowledge points reveal the scientific laws and causal relationships behind phenomena, such as the basic equations of internal ballistics. Methodological knowledge points guide practical operations and problem-solving, such as propellant manufacturing processes. Data-based knowledge points are quantitative data characterizing product characteristics and performance indicators, supporting precise analysis and decision-making, such as the mechanical properties of 30CrMnSiA steel. Case-based knowledge points are contextualized knowledge based on real projects or historical events, demonstrating the comprehensive application of knowledge, such as a cracked artillery barrel accident.

[0039] Therefore, to facilitate subsequent mapping and indexing, this embodiment introduces a knowledge ontology model. , further expressed as ,in It is a conceptual knowledge entity. It is a body of knowledge based on principles. It is a methodological knowledge body. For data knowledge bodies, It is a case-based knowledge body.

[0040] Correspondingly, the process for constructing the mapping relationship in this embodiment is as follows: Dynamic simulation animation Spatiotemporal semantic analysis was performed to extract several spatial cubes. Identify spatial cubes The state changes are decomposed into continuous key event points, resulting in a spatial cube. Key event sequence; dynamic simulation animation corresponding to each spatial cube. A spatiotemporal event unit, wherein, For time slices, It is a space segment.

[0041] For ease of understanding, , For dynamic simulation animation Animation sequences based on time frame division, For space film, , For time slices A sequence of regions segmented from spatial regions.

[0042] Using a teaching scenario based on the working principles of artillery, further explain the generation of the aforementioned key event points: input dynamic simulation animation. Output Key event sequence, Identify frames with abrupt state changes (such as the firing pin contacting the primer or the projectile exiting the muzzle), and divide the animation sequence into... The time slices are shown in Table 1.

[0043] Table 1 Time Slice Division of Artillery Working Principle Furthermore, the spatial location and state within each time slice will differ, such as in the flight of a projectile. Therefore, further analysis based on time slices is necessary. Further spatial region segmentation is performed, taking propellant combustion and projectile flight as examples, as shown in Tables 2 and 3 respectively.

[0044] Table 2. Division of the combustion space of the propellant Therefore, the time slice of propellant combustion can be further divided into 4 spatial cubes. These are: ignition events Burning surface retreat incident eddy formation event And the incident of the ammunition belt being squeezed into the barrel .

[0045] Table 3. Segmentation of Projectile Flight Space Combining the above knowledge ontology model Establish a mapping relationship between each knowledge entity and key event points, such as Figure 2 As shown, the mapping relationship includes at least one of the following: one-to-one mapping, one-to-many mapping, many-to-one mapping, or conditional mapping. It is worth noting that a one-to-one mapping can be understood as a single key event sequence corresponding to a unique knowledge point; a one-to-many mapping can be understood as a single key event sequence as associated with multiple knowledge points; a many-to-one mapping can be understood as multiple key event sequences pointing to the same knowledge point; and a conditional mapping can be understood as triggering a specific knowledge point based on user interaction or parameter changes.

[0046] Furthermore, let's take the knowledge points and mapping relationships in Table 4 as examples.

[0047] Table 4. Knowledge Points and Mapping Relationships In a further embodiment, the process of establishing the index relationship includes: Based on the knowledge ontology model Define index dimensions, and create dynamic node index rules based on the index dimensions; The root node is defined as an industrial product, and the child nodes are arranged according to the hierarchical relationship of "display stage - key event sequence - key event point - subject knowledge point" to construct a multi-level tree index structure; Each index node contains: a space cube Subject knowledge points Index node association rules and push priority.

[0048] In this embodiment, the index dimensions are: subject classification index dimension, cognitive level index dimension, process-related index dimension, and problem-oriented index dimension. The subject classification index dimension includes mechanical engineering, control science and engineering, chemical engineering, etc., allowing for quick location of knowledge points according to scientific fields. The cognitive level index dimension can include concept definitions, application data, etc., adapting to the cognitive needs of different learning stages. The process-related index dimension covers more practical knowledge such as design, manufacturing, testing, and operation and maintenance. The problem-oriented index dimension is organized based on problem solutions within engineering scenarios.

[0049] Taking artillery systems as an example, constructing such Figure 3 The multi-level tree-like index structure shown in this embodiment describes the association rules between the index nodes and other nodes. These association rules can be established based on various factors such as time sequence, causal relationship, logical deduction, and functional connection. For example, a node corresponding to a key event point in the propellant combustion stage has a causal relationship with a key event point node in the subsequent projectile motion stage; that is, the energy generated by the propellant combustion propels the projectile's motion. Through such association rules, chains between knowledge can be constructed, facilitating the coherent organization and expansion of knowledge during the learning process.

[0050] Correspondingly, the priority setting can comprehensively consider factors such as the importance of knowledge, its relevance to the current learning or operation content, and the degree of impact of the malfunction. For example, when simulating artillery malfunction scenarios, knowledge points that are directly related to the malfunction and can help to quickly locate and solve the problem (such as malfunction cause analysis, emergency handling methods, etc.) will be given a higher push priority and displayed to learners first so that they can obtain key information in a timely manner to respond.

[0051] Alternatively, each student possesses different learning abilities and unique interests, which determines their diverse learning needs. However, the current primary and secondary schools generally adopt a uniform education model, with relatively standardized teaching content, pace, and methods, making it difficult to fully cater to the individual needs of each student. Under this model, some students may be unable to fully realize their learning potential due to factors such as an overly fast or slow pace of learning, or content that does not align with their interests, thus affecting their learning outcomes and motivation.

[0052] In a further embodiment, the teach-triggered instruction set The configuration methods include at least one of the following forms: automatic triggering based on time axis, interactive triggering mode based on key points, and triggering mode based on parameter conditions.

[0053] Teach trigger instruction set The configuration methods include at least one of the following forms: automatic triggering based on time axis, interactive triggering mode based on key points, and triggering mode based on parameter conditions.

[0054] To further illustrate, the timeline-based automatic triggering method relies on the timeline settings of the dynamic simulation animation. When the animation reaches a specific time point, the corresponding instruction is automatically triggered, calling the corresponding dynamic simulation animation. and / or subject knowledge points No additional user intervention is required. It is primarily based on the time-dimensional division of the entire industrial product workflow, ensuring that relevant knowledge is automatically displayed at key points in time, allowing learners to gradually understand the product's principles and related knowledge in sequence, aligning with conventional teaching processes.

[0055] The key-point-based interactive triggering mode revolves around interactive elements such as key components and key event points in dynamic simulation animations. When users interact with these key points through mouse clicks, touches, or other interactive operations, corresponding commands are triggered, thereby displaying related knowledge content. This approach gives learners space for independent exploration, allowing them to delve deeper into specific knowledge points based on their own focus and interests, enhancing the initiative and flexibility of learning.

[0056] The parameter-based triggering mode triggers corresponding commands based on changes in various parameters set during the simulation. These parameters can be physical quantities (such as temperature, pressure, and velocity), performance indicators (such as range, accuracy, and firing rate), or user-defined variables. When a parameter meets specific conditions (such as exceeding a threshold or falling within a certain range), the system automatically triggers a command, displaying relevant knowledge points. This mode is often used in teaching scenarios such as simulating fault scenarios and conducting performance optimization analysis to help learners understand the impact of parameter changes on industrial products and corresponding coping strategies.

[0057] In a further embodiment, the subject-specific knowledge set Embedding methods include: text embedding, graph embedding, audio embedding, video embedding, and interactive embedding. Each of these methods has its unique advantages and effects. In practical applications, they work together synergistically to provide learners with a rich, efficient, and personalized learning experience, significantly improving the quality and effectiveness of teaching and learning. Simulated animations and subject-specific knowledge are displayed through video playback, virtual reality, augmented reality, and other methods.

[0058] Example 2 This embodiment discloses a system for implementing the method of teaching subject-specific knowledge through industrial product demonstrations as described in Embodiment 1, including: The product modeling module is configured to construct 3D product simulation models based on industrial product CAD drawings, physical parameters, and process specifications; it also divides the characteristics and lifecycle management of industrial products into... n A series of consecutive presentation phases; The knowledge management module is configured to create dynamic simulation animations for each presentation stage. In each dynamic simulation animation Embedded with corresponding subject-specific knowledge sets ; Construct subject-specific knowledge sets With dynamic simulation animation The mapping and indexing relationships between them; The trigger control module is configured to set up the teaching trigger instruction set. The teaching trigger instruction set The instructions in the code are used to invoke the corresponding dynamic simulation animation. and / or subject knowledge points The subject knowledge points With dynamic simulation animation There is a pre-defined dynamic display relationship between them.

Claims

1. A method of teaching a subject by way of an industrial product, characterized in that, Includes the following steps: Based on industrial products, a product simulation model is established, dividing the characteristics and lifecycle management of industrial products into... n A series of consecutive presentation phases; Create dynamic simulation animations for each presentation stage. In each dynamic simulation animation Embedded with corresponding subject-specific knowledge sets ; Construct subject-specific knowledge sets With dynamic simulation animation The mapping and indexing relationships between them; Configure teach trigger instruction set The teaching trigger instruction set The instructions in the code are used to invoke the corresponding dynamic simulation animation. and / or subject knowledge points The subject knowledge points With dynamic simulation animation There is a pre-defined dynamic display relationship between them.

2. The method for teaching a subject through industrial product demonstration according to claim 1, characterized in that, The display stage n comprises at least one of a material preparation stage, a processing manufacturing stage, a quality inspection stage, an assembly integration stage, a structure display stage, a working principle stage, or an operation and maintenance service stage.

3. A method for demonstrating a subject matter of a technical course through an industrial product as claimed in claim 1, wherein, The process for constructing the mapping relationship is as follows: Dynamic simulation animation Spatiotemporal semantic analysis was performed to extract several spatial cubes. Identify spatial cubes The state changes are decomposed into continuous key event points, resulting in a spatial cube. Key event sequence; dynamic simulation animation corresponding to each spatial cube. A spatiotemporal event unit, wherein, For time slices, For space slices; Define a knowledge ontology model , ,in It is a conceptual knowledge body. It is a body of knowledge based on principles. It is a methodological knowledge body. For data knowledge bodies, It is a case-based knowledge body; Based on knowledge ontology model Subject-specific knowledge set Several knowledge entities are divided, and a mapping relationship between each knowledge entity and key event points is established. The mapping relationship includes at least one of the following: one-to-one mapping relationship, one-to-many mapping relationship, many-to-one mapping relationship, or conditional mapping relationship.

4. A method for demonstrating a subject specialty through an industrial product as claimed in claim 3, wherein, The process of establishing the index relationship includes: According to the knowledge ontology model Defining an index dimension, and creating a dynamic node index rule based on the index dimension; The root node is defined as the industrial product, and the child nodes are expanded according to the hierarchical relationship of "display stage - key event sequence - key event point - subject knowledge point" to construct a multi-level tree index structure; Each index node contains: a spatial cube , a subject knowledge point , an index node association rule and a push priority.

5. The method for demonstrating a subject specialty through an industrial product according to claim 1, wherein, The teaching trigger instruction set The configuration mode includes at least one of the following forms: There are three trigger modes: automatic triggering based on timeline, interactive triggering based on key points, and triggering based on parameter conditions.

6. A method of teaching a subject matter through an industrial product as claimed in claim 1, wherein, The dynamically displayed relationship includes at least one of the following relationships: Synchronized display of animated knowledge, knowledge-driven animation backtracking, and parametric knowledge deduction.

7. A method for demonstrating a subject matter of a technical course through an industrial product as claimed in claim 4 wherein, The index dimensions include at least: Subject classification index dimension, cognitive level index dimension, process association index dimension, and problem-oriented index dimension.

8. The method for demonstrating a subject profession through an industrial product according to claim 1, wherein The dynamic simulated animation is generated in at least one of the following ways: Physical simulation-driven, process data mapping, and parametric modeling.

9. The method for demonstrating a subject profession through an industrial product according to claim 1, wherein The subject matter expertise set The embedded forms include: text embedded, graph embedded, voice embedded, video embedded, and interactive embedded.

10. A system for implementing the method of teaching a subject by means of an industrial product as claimed in any one of claims 1 to 9, characterized in that include: The product modeling module is configured to construct 3D product simulation models based on industrial product CAD drawings, physical parameters, and process specifications; it also divides the characteristics and lifecycle management of industrial products into... n A series of consecutive presentation phases; The knowledge management module is configured to create dynamic simulation animations for each presentation stage. In each dynamic simulation animation Embedded with corresponding subject-specific knowledge sets ; Construct subject-specific knowledge sets With dynamic simulation animation The mapping and indexing relationships between them; The trigger control module is configured to set up the teaching trigger instruction set. The teaching trigger instruction set The instructions in the code are used to invoke the corresponding dynamic simulation animation. and / or subject knowledge points The subject knowledge points With dynamic simulation animation There is a pre-defined dynamic display relationship between them.

Images