Intelligent english teaching system

Abstract

This invention discloses an intelligent English teaching system, belonging to the technical field of teaching software systems. The system includes: an administrator subsystem for authenticating administrator privileges, creating objective and subjective question banks; a student subsystem for authenticating student identity information, providing reading guidance tutorials, and distributing grades to parents; a teacher subsystem for authenticating teacher identity information, controlling teaching strategies, and storing teaching files; an administrative staff subsystem for authenticating administrative staff information, distributing and statistically analyzing grades, and issuing various notifications; and a learning suggestion subsystem for providing reasons for errors and practice suggestions based on student practice results. This English teaching system has the advantages of diverse functions and a high degree of intelligence.

Description

Technical Field

[0001] This invention relates to the field of educational demonstration systems, and more particularly to a highly intelligent English teaching system. Background Technology

[0002] Computer-aided instruction (CAI) refers to the use of computers to assist or replace teachers in performing some teaching tasks, delivering teaching information, imparting knowledge and training skills to students, and directly serving students. However, it is only a tool to assist teaching. CAI courseware has been widely used in the education field, becoming an indispensable and important teaching method and playing its due role in improving traditional teaching concepts and models. However, most current CAI courseware pre-installs all teaching content in a programmed manner on a single computer. When students learn, the teaching process unfolds according to the path and content specified in the courseware. Due to the lack of necessary communication means and intelligent features, communication between teachers and students cannot be realized, and therefore, it is impossible to prepare corresponding lesson plans based on students' different cognitive abilities and implement differentiated instruction.

[0003] The development of ICAI (Intelligent Computer-Aided Instruction) in China started relatively late, but it has made some progress. Since the 1980s, some universities have listed the development of ICAI as a key research topic and developed some relatively successful ICAI teaching software using the research results of computer automatic reasoning. However, there are some imperfections, and its main drawbacks are that it has limited functions and is inconvenient to use. Summary of the Invention

[0004] The technical problem to be solved by this invention is how to provide a multifunctional and highly intelligent English teaching system.

[0005] To solve the above-mentioned technical problems, the technical solution adopted by the present invention is: an intelligent English teaching system, comprising:

[0006] The administrator subsystem is used to implement administrator privilege authentication, objective question bank creation, and subjective question bank creation.

[0007] The student subsystem is used to authenticate student identity information, implement reading tutoring tutorials, and publish grades to parents.

[0008] The teacher subsystem is used to authenticate teacher identity information, control teaching strategies, and store teaching files.

[0009] The academic affairs staff subsystem is used to authenticate academic affairs staff information, distribute and statistically analyze grades, and issue various notices.

[0010] A learning suggestion subsystem is used to provide reasons for errors and suggestions for further practice based on the results of student exercises.

[0011] A further technical solution is that the administrator subsystem includes an administrator permission module, an objective question bank creation module, and a subjective question bank creation module, wherein the administrator permission module is used to set the administrator's permissions;

[0012] The objective question bank creation module is used to create an objective question bank, which includes two parts: tutoring tutorials and unit tests. All questions are objective multiple-choice questions. The tutoring tutorials cover relevant knowledge points in the English exam in a tree-structured chapter format. The unit test section has 6 modules corresponding to 6 full-length mock test papers. Each test paper has 5 test points: listening comprehension, reading comprehension, vocabulary and structure, cloze test and writing.

[0013] The subjective question bank creation module is used to create subjective question banks, and uses a jump function to call the writing section. When the writing button is clicked in the objective question bank, the application writing program will pop up. After logging in with the student's exam number, clicking the writing button will start displaying the essay requirements. Students must complete the writing within the specified time, otherwise the submission will automatically end. The submitted answer files are saved in the corresponding folder on the server by default. The administrator only needs to log in to the server to retrieve these files and give them to the teachers for grading.

[0014] The beneficial effects of adopting the above technical solution are as follows: The system described in this application divides the system into corresponding student, teacher, academic affairs staff and administrator subsystems according to different users, and adopts a modular design scheme for each model. It can make the best teaching decisions according to the characteristics of different students, which is more conducive to individualized teaching. It can diagnose students' errors, that is, it can not only discover students' errors in a timely manner, but also point out the root cause of their errors. Therefore, this system has the advantages of diverse functions and high level of intelligence. Attached Figure Description

[0015] The present invention will now be described in further detail with reference to the accompanying drawings and specific embodiments.

[0016] Figure 1 This is a schematic block diagram of the system described in the embodiment of the present invention;

[0017] Figure 2 This is a block diagram illustrating the principle of the student cognitive module in the system described in this embodiment of the invention. Detailed Implementation

[0018] 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 a part of the embodiments of the present invention, and not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the scope of protection of the present invention.

[0019] Many specific details are set forth in the following description in order to provide a full understanding of the invention. However, the invention may also be practiced in other ways different from those described herein, and those skilled in the art can make similar extensions without departing from the spirit of the invention. Therefore, the invention is not limited to the specific embodiments disclosed below.

[0020] Overall, such as Figure 1 As shown in the figure, an embodiment of the present invention discloses an intelligent English teaching system, including:

[0021] The administrator subsystem is used to implement administrator privilege authentication, objective question bank creation, and subjective question bank creation.

[0022] The student subsystem is used to authenticate student identity information, implement reading tutoring tutorials, and publish grades to parents.

[0023] The teacher subsystem is used to authenticate teacher identity information, control teaching strategies, and store teaching files.

[0024] The academic affairs staff subsystem is used to authenticate academic affairs staff information, distribute and statistically analyze grades, and issue various notices.

[0025] A learning suggestion subsystem is used to provide reasons for errors and suggestions for further practice based on the results of student exercises.

[0026] This teaching system is divided into subsystems for students, teachers, academic affairs staff, and administrators based on different users. Subroutines are designed based on the modules of each subsystem, and finally, these subroutines are modularized to complete the development of the entire teaching system.

[0027] Administrator Subsystem:

[0028] Objective Question Bank Design and Production

[0029] The objective question bank module includes two main parts: tutoring tutorials and unit tests, all of which are objective multiple-choice questions.

[0030] (1) The tutoring tutorial section covers the relevant knowledge points in the English exam in a tree-structured chapter format. Specifically, the first part introduces the systematic answering techniques and examples for vocabulary questions, followed by corresponding vocabulary self-test exercises, answers, and annotations; the second part covers basic grammar, systematically explaining the basic grammar points and exam points of English in 15 sections, and providing necessary examples and exercises; the third part systematically introduces the question design, question principles, key points of question types, reading methods, and answering strategies for reading tests, and finally provides several reading comprehension self-test exercises; the fourth part first introduces the specifics and answering strategies of cloze tests, and then provides several examples and exercises; the fifth part is listening training questions, with the test points mainly focusing on spoken English, reflecting the language functions and scene communication in different contexts.

[0031] (2) The unit test section, also known as the question bank section, consists of 6 modules corresponding to 6 full-length mock exams. Each exam has 5 test points: listening comprehension, reading comprehension, vocabulary and structure, cloze test, and writing. Selecting the buttons for the first 4 test points will display the corresponding practice questions, while selecting writing will take you to the writing program module. Since the questions in the 6 full-length mock exams are fixed and do not need to be modified, the question bank content is directly stored in the Authorware display icon instead of using database technology for storage.

[0032] Subjective Question Bank Design and Production

[0033] A subjective essay writing program was created, utilizing Authorware's JumpFileReturn function to call the writing section. Clicking the "Write" button in the objective question paper opens the "Essay Writing" program. Students must first log in with their exam number before clicking the "Write" button to display the essay requirements. Students must complete the essay within 30 minutes; otherwise, the exam will automatically end. Whether students submit their essays voluntarily or the computer automatically submits them within the time limit, the submitted answer files are saved by default in the server's current directory. Each student's completed essay is saved in a corresponding folder. Administrators only need to log in to the server to retrieve these files and submit them to the instructors for grading.

[0034] Student Subsystem

[0035] The system primarily includes a student information authentication module, a reading tutoring tutorial module, and a parent grade inquiry module. While a knowledge object login can be used to access the backend database, some interface and technical parameters need modification. The knowledge object is a locked module and cannot be expanded or modified. Unnecessary icons in the framework were removed, parameters related to database login were modified, and the corresponding interface was adjusted. A list of all students was imported into the `Student_data` table, with the default password being the student's student ID. This system allows only specified students to log in; new users cannot be added arbitrarily through the interface, and users can change their passwords after logging in.

[0036] The student cognition module consists of a comprehensive "student record," a knowledge level assessment module to determine the content of each data item in the "student record," a learning tracking module, and a learning status module. Its structure is as follows: Figure 2 As shown, evidence for inferring students' knowledge levels is collected through three channels: first, implicit information, derived from students' answering behaviors and problem-solving interactions; second, explicit information, obtained from direct interactive dialogue between the system and students; and third, background information, derived from estimates of students' average level.

[0037] The student record is the core of the student model, comprehensively reflecting each student's knowledge level, learning history, and learning status. The unit knowledge level assessment module comprehensively evaluates a student's mastery of the unit's knowledge based on their performance throughout the unit's learning process, assigns a assessment grade, and records the grade value in the "Student Record" at the end of the unit's learning. This module includes two parts: a unit knowledge structure table and unit knowledge level assessment rules.

[0038] The course is divided into chapters and sections according to the textbook, with the content further divided into several units. Each unit entry is recorded by the corresponding variable `UnitNumber`. Unit numbers are ordered by chapter number for clarity. For example, if a student with the username `yuhushi` starts studying Chapter 5, Section 3, then `UnitNumber` = 53. Upon completion of a unit or when the user views their student record, the value of the variable `UnitNumber` is written to the "Current Progress" data field in the student record for future reference by the student or the system. The system calculates the proportion of each unit to the entire course; upon completion of each unit, the corresponding proportion is added to the custom variable `LearnedPercent`. At the end of a unit, the value of `LearnedPercent` is written to the "Course Percentage" data field in the student record. Upon the next login, the student will be prompted to choose whether to continue from their previous learning progress or start anew.

[0039] Teacher Subsystem

[0040] The system primarily comprises a teacher information authentication module, a teaching strategy control module, and a teaching file storage module. The task of the teaching strategy inference engine is to select the necessary teaching strategy rules based on student state characteristics, generate a sequence of teaching activities, and implement the corresponding teaching process. The inference process mainly utilizes a search method to search the teaching strategy rule base for teaching strategies that match the student state parameters. The methods for studying the knowledge search and strategy selection of the inference engine are called inference control strategies, which are the most critical issues in the teaching strategy inference engine, affecting the effectiveness and efficiency of the inference. Generally, there are three inference control strategies: forward inference, backward inference, and mixed inference. This teaching system selects the forward inference control strategy.

[0041] The specific process of using forward reasoning to reason about teaching strategies in this teaching system is as follows: First, the inference engine obtains the student's learning characteristic parameters DB1 and knowledge characteristic parameters DB2 from the student model and the subject knowledge base, respectively. Then, it extracts teaching rules that meet the above two parameter conditions from the teaching strategy rule base KB1, selects and executes the teaching action of one of the teaching rules, thereby forming new facts, and adds these new facts to the fact base. The control module should actually be a recursive process, repeating the above process until the teaching objective is achieved.

[0042] The system described in this application is divided into student, teacher, academic affairs staff and administrator subsystems according to different users. Each model adopts a modular design scheme, which can make the best teaching decisions according to the characteristics of different students, which is more conducive to individualized teaching. It can diagnose students' errors, that is, it can not only discover students' errors in time, but also point out the root cause of their errors. Therefore, this system has the advantages of diverse functions and high degree of intelligence.

Claims

1. An intelligent English teaching system, characterized in that, include: The administrator subsystem is used to implement administrator privilege authentication, objective question bank creation, and subjective question bank creation. The student subsystem is used to authenticate student identity information, implement reading tutoring tutorials, and publish grades to parents. The teacher subsystem is used to authenticate teacher identity information, control teaching strategies, and store teaching files. The academic affairs staff subsystem is used to authenticate academic affairs staff information, distribute and statistically analyze grades, and issue various notices. A learning suggestion subsystem is used to provide reasons for errors and suggestions for further practice based on the results of student exercises.

2. The intelligent English teaching system as described in claim 1, characterized in that: The administrator subsystem includes an administrator permission module, an objective question bank creation module, and a subjective question bank creation module. The administrator permission module is used to set the administrator's permissions. The objective question bank creation module is used to create an objective question bank, which includes two parts: tutoring tutorials and unit tests. All questions are objective multiple-choice questions. The tutoring tutorials cover relevant knowledge points in the English exam in a tree-structured chapter format. The unit test section has 6 modules corresponding to 6 full-length mock test papers. Each test paper has 5 test points: listening comprehension, reading comprehension, vocabulary and structure, cloze test and writing. The subjective question bank creation module is used to create subjective question banks, and uses a jump function to call the writing section. When the writing button is clicked in the objective question bank, the application writing program will pop up. After logging in with the student's exam number, clicking the writing button will start displaying the essay requirements. Students must complete the writing within the specified time, otherwise the submission will automatically end. The submitted answer files are saved in the corresponding folder on the server by default. The administrator only needs to log in to the server to retrieve these files and give them to the teachers for grading.

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