CN112651860B - Discussion type robot teaching system, method and device - Google Patents
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Abstract
The invention relates to the technical field of robots, and particularly discloses a discussion type robot teaching system, a discussion type robot teaching method and a discussion type robot teaching device. The system includes multimedia attitude student end, multimedia attitude teacher end and education robot, and the education robot includes: the classroom information online real-time acquisition module is used for generating classroom flows and preliminary grouping; the index grouping confirmation module is used for sending the preliminary grouping to a multimedia teacher end and receiving grouping adjustment information from the multimedia teacher end to generate a final grouping; the teaching and learning progress control module comprises a superior case control mode and a user-defined control mode; the multimedia information synchronization module is used for collecting discussion information of students and generating prompt voice based on the discussion information; and the multimedia feedback module is used for receiving the discussion results sent by the student terminals to which the final groups belong, evaluating and analyzing the discussion results, generating an evaluation report and sending the evaluation report to the multimedia teacher terminal. By adopting the technical scheme of the invention, the teaching aid can guide students and enhance the teaching effect.
Description
Technical Field
The invention relates to the technical field of robots, in particular to a discussion type robot teaching system, a discussion type robot teaching method and a discussion type robot teaching device.
Background
Psychological studies have shown that populations can contribute to individual behavior within a population. Therefore, compared with the traditional teaching mode, the group discussion theoretical teaching method can stimulate the learning interest of students, and the group discussion can promote the mutual thought divergence, so that the final thought result of the problem is more perfect and diversified.
Although the group discussion theoretical teaching has made up many teaching bugs compared with the traditional teaching, the problems of abstraction, difficulty in understanding, various students, single teaching form and the like still exist. First, as for the student group itself, due to the limitations of knowledge and experience, even if the discussion is performed on the premise of looking up the data in advance, the discussion result is often not deep, accurate and perfect. In addition, due to the limitation, accuracy and repetition of the data previously searched by the students, the result of discussion is often "missing milli, sensual", and is far from the correct answer. Secondly, in the discussion process, because of the group cooperation, every person's opinions cannot be listened to and summarized, and in addition, some students have poor expression ability and sometimes have bad meaning, which is easy to cause the omission of opinions. Furthermore, with the rapid growth of population and the popularization of education level, teachers and resources in modern society are deficient, and the 'one-to-many' education mode sets out that teachers cannot accurately listen to each individual and that everyone cannot exercise. In such cases, it may be worse that "bipolar differentiation" is likely to occur in class than if everyone had not been able to develop effectively. In this case, if the teacher pays more attention to the development of a few students who leave their head in the corner, the class resources are mostly concentrated in some students, and the guidance given by other students is reduced. Meanwhile, the teacher level is inconsistent, the effect of guiding the same students by the teacher is different, and the level of summarizing and summarizing the discussion results is different, so that the learning efficiency of the students is different.
Therefore, a discussion type robot teaching system, a method and a device capable of guiding students and enhancing teaching effect are needed.
Disclosure of Invention
The invention provides a discussion type robot teaching system, a discussion type robot teaching method and a discussion type robot teaching device, which can guide students and enhance teaching effect.
In order to solve the technical problem, the present application provides the following technical solutions:
discussion formula robot teaching system, including multimedia attitude student end, multimedia attitude teacher end and education robot, the education robot includes:
the classroom information online real-time acquisition module is used for receiving discussion problems and important knowledge point information transmitted between the multimedia student end and the multimedia teacher end and processing the discussion problems and the important knowledge point information in real time; the classroom information online real-time acquisition module is also used for receiving the answer information sent by the multimedia ecology student end, taking the answer information and the previous analysis result information as input, analyzing in real time and generating the latest analysis result information; the latest analysis result information is sent to the multimedia state student end and the multimedia state teacher end; the classroom information online real-time acquisition module is also used for receiving themes, student information and related information sent by a multimedia teacher end, wherein the themes comprise problems to be discussed and important knowledge points, and the related information comprises student characteristics, subject characteristics, teaching conditions and teaching characteristics of teachers; the student information comprises basic information and score information of students; the classroom information online real-time acquisition module is also used for generating classroom flows and preliminary grouping according to themes, student characteristics, subject characteristics, teaching conditions, teaching characteristics of teachers, basic information and achievement information of students;
the index grouping confirmation module is used for sending the preliminary grouping to a multimedia teacher end and receiving grouping adjustment information from the multimedia teacher end; the index grouping confirmation module is also used for analyzing the ability evaluation indexes of different students to different types of questions, the cooperation likeness indexes of different students and the activeness indexes of different students to answer the questions according to the prestored historical cooperation condition information among the students and the answer information of the different types of questions; generating a final group based on the group adjustment information, the capability evaluation index, the cooperation like degree index and the activeness index of answering the question;
the teaching and learning progress control module comprises a superior case control mode and a user-defined control mode; the teaching and learning progress control module is used for generating finally grouped discussion prompt information according to the preset time arrangement and the sequence of preset items in the classroom flow in the excellent case control mode; the teaching and learning progress control module is also used for increasing discussion time of key difficult and difficult knowledge in a user-defined control mode, collecting discussion information of students, analyzing the current discussion situation based on the discussion information and generating a discussion progress prompt according to the current discussion situation;
the multimedia information synchronization module is used for collecting scene information of student discussion and generating prompt voice based on the discussed scene information; the multimedia information synchronization module is also used for analyzing and expressing the smoothness according to the discussion information, and is also used for collecting the facial expressions of students, judging whether the current discussion question is a difficult and serious problem or not based on the expression smoothness and the facial expressions, if so, the multimedia information synchronization module also generates extension contents according to difficult and serious information associated with the current discussion question, and sends the extension contents to a multimedia teacher end for the teacher to assist in answering;
the multimedia feedback module is used for receiving the discussion results sent by the multimedia ecology end to which each final packet belongs, evaluating and analyzing the discussion results, generating an evaluation report, and sending the evaluation report to the multimedia teacher end in one or more of voice, text, image and video; the multimedia state feedback module is also used for acquiring the current discussion situation of the student, analyzing and generating a subsequent discussion topic based on the current discussion situation, and sending the discussion topic to the multimedia state student end in one or more forms of voice, characters, images and videos; the multimedia feedback module is also used for receiving the instruction of the teacher from the multimedia teacher end, analyzing the instruction of the teacher, generating discussion prompts, and sending the discussion prompts to the multimedia student end in one or more of voice, characters, images and videos, and the multimedia feedback module is also used for monitoring the states of the students and the teachers.
The basic scheme principle and the beneficial effects are as follows:
in the scheme, a classroom information online real-time acquisition module generates classroom flows and preliminary groups according to themes, student characteristics, subject characteristics, teaching conditions, teaching characteristics of teachers, basic information and score information of students, an index grouping confirmation module sends the preliminary groups to a multimedia teacher end, teachers can manually adjust the preliminary groups through the multimedia teacher end, and then final groups are obtained based on grouping adjustment information, capability evaluation indexes, cooperation liking degree indexes and activity indexes of answering questions, students discuss the themes according to the classroom flows, and a classroom progress control module generates finally grouped discussion prompt information according to preset time arrangement in the classroom flows and the sequence of preset items to control discussion progress. Because the teaching robot participates in the discussion process and gives an on-line tutor to students, the classroom teaching form is richer, and the learning enthusiasm of the students is more favorably mobilized, so that the learning efficiency of the teaching robot is improved, and the teaching effect is enhanced. The student can use multimedia attitude student end to upload discussion result, and the teacher can look over the aassessment report through multimedia attitude teacher end to know student's discussion learning condition, provide more comprehensive data support for the preparation of course of teacher.
The educational robot further comprises a display control module, a video control module and a display control module, wherein the display control module is used for receiving video information of a teacher and converting the video information into a video control instruction; acquiring voice information of a teacher, and converting the voice information into a voice control instruction; and the voice control module is also used for sending the video control instruction and the voice control instruction to multimedia equipment.
The teaching of supplementary teacher that can be better can directly control multimedia device according to video information and speech information, reduces the equipment that the teacher need operate, makes the teacher put more energy on the guidance to the student.
The discussion type robot teaching method comprises the following steps:
s1, judging whether to acquire related information; if yes, go to S2, if no, go to S3;
s2, acquiring related information through the information acquisition model, wherein the related information comprises student characteristics, subject characteristics, teaching conditions and teaching characteristics of teachers;
s3, judging whether the students are grouped, if so, jumping to S4, and if not, jumping to S6;
s4, obtaining student information, and performing primary grouping based on the student information;
s5, obtaining grouping adjustment information of the teacher for the preliminary grouping, and generating a final grouping based on the grouping adjustment information, the capability evaluation index, the cooperation liking degree index and the activity index of answering the question;
s6, judging whether a user-defined control mode is selected, if so, jumping to S7, and if not, jumping to S11;
s7, obtaining teacher self-defined information;
s8, judging whether to select teacher guide, if yes, jumping to S13, and if not, jumping to S9;
s9, guiding the educational robot;
s10, entering a classroom original problem process and jumping to S15;
s11, entering an excellent case control mode;
s12, judging whether to select teacher guide; if yes, jumping to S13, and if not, jumping to S9;
s13, guiding a teacher;
s14, summarizing the problems selected by the teacher, and jumping to S15;
s15, the education robot proposes discussion questions;
s16, collecting voice information and image information;
s17, judging whether each person speaks when the students discuss based on the voice information and the image information; if not everyone speaks, go to S18; if everyone speaks, jumping to S19;
s18, the education robot prompts the students who do not speak to actively participate in the discussion, and jumps to S16;
s19, the educational robot gives questions to the students;
s20, the education robot collects answers of students;
s21, judging whether the question exceeds a threshold value, and if not, jumping to S19; if the threshold value is exceeded, jumping to S22;
s22, generating an evaluation report of the student and sending the evaluation report to a multimedia teacher end;
s23, displaying an evaluation report by the multimedia teacher end;
s24, judging whether the teacher finishes selecting; if so, ending; if the choice is no, jump to 13.
The teaching robot is used for participating in teaching in the whole course, tutoring students on line and conducting instruction such as question asking for the students. The classroom teaching mode and the teaching form are richer, and the study enthusiasm of students is promoted, so that the study efficiency is improved, and the teaching effect is enhanced.
Further, the student characteristics include ethical quality, learning ability, communication and cooperation ability, exercise ability, and health status.
Further, the teaching conditions include a classroom environment and classroom equipment.
Further, the teaching characteristics of the teacher include emotional type, humorous type and skill type.
The discussion type robot teaching device adopts the discussion type robot teaching system.
The teaching robot participates in discussion in the whole process and assists students in online education. The classroom teaching mode and the teaching form are richer, and the study enthusiasm of students is promoted, so that the study efficiency is improved, and the teaching effect is enhanced.
Drawings
FIG. 1 is a logic block diagram of a discussion-based robotic teaching system according to an embodiment;
FIG. 2 is a flowchart of a robot teaching method according to the third embodiment;
FIG. 3 is a schematic diagram illustrating an operation flow of an educational robot in the robot teaching device according to the fourth embodiment;
FIG. 4 is a flowchart illustrating a teacher's work flow in the discussion-based robot teaching according to the fourth embodiment;
FIG. 5 is a schematic view of the working flow of students in the discussion-type robot teaching according to the fourth embodiment;
fig. 6 is a schematic flow chart of the robot teaching process of the discussion type in the fourth embodiment.
Detailed Description
The following is further detailed by way of specific embodiments:
example one
As shown in fig. 1, the present embodiment provides a discussion-type robot teaching system, which includes a multimedia student end, a multimedia teacher end, and an education robot. The educational robot comprises a classroom information online real-time acquisition module, an index grouping confirmation module, a teaching and learning progress control module, a multimedia information synchronization module, a multimedia feedback module and a display module.
The classroom information online real-time acquisition module is used for receiving discussion problems and important knowledge point information transmitted between the multimedia student end and the multimedia teacher end and processing the discussion problems and the important knowledge point information in real time; the classroom information online real-time acquisition module is also used for receiving the answer information sent by the multimedia ecology student end, taking the answer information and the previous analysis result information as input, analyzing in real time and generating the latest analysis result information; the latest analysis result information is sent to the multimedia state student end and the multimedia state teacher end; the classroom information online real-time acquisition module is also used for receiving themes, student information and related information sent by a multimedia teacher end, wherein the themes comprise problems to be discussed and important knowledge points, and the related information comprises student characteristics, subject characteristics, teaching conditions and teaching characteristics of teachers; the student information comprises basic information and score information of students; the classroom information online real-time acquisition module is also used for generating classroom flows and preliminary grouping according to themes, student characteristics, subject characteristics, teaching conditions, teaching characteristics of teachers, basic information and achievement information of students; the basic information refers to the information which is matched with the student and describes the identity and basic condition of the student, such as the name, the school number, the identification card number and the like of the student. In this embodiment, the classroom information online real-time acquisition module determines the time and sequence of knowledge of each part according to the subject difficulty and the logical relationship based on preset rules, and then obtains a classroom flow according to student characteristics, subject characteristics, teaching conditions, teaching characteristics of a teacher, and basic information and score information of students.
The index grouping confirmation module is used for sending the preliminary grouping to a multimedia teacher end and receiving grouping adjustment information from the multimedia teacher end; the index grouping confirmation module is also used for analyzing the ability evaluation indexes of different students to different types of questions, the cooperation likeness indexes of different students and the activeness indexes of different students to answer the questions according to the prestored historical cooperation condition information among the students and the answer information of the different types of questions; generating a final group based on the group adjustment information, the ability evaluation index, the cooperation like degree index, and the liveness index of the answer question. The grouping adjustment information is obtained by combining other factors to carry out artificial adjustment on the basis of primary grouping by teachers.
The teaching and learning progress control module comprises a superior case control mode and a user-defined control mode; the teaching and learning progress control module is used for generating finally grouped discussion prompt information according to the preset time arrangement and the sequence of preset items in the classroom flow in the excellent case control mode; the teaching and learning progress control module is also used for increasing discussion time of key difficult and difficult knowledge in a user-defined control mode, collecting discussion information of students, analyzing the current discussion situation based on the discussion information and generating a discussion progress prompt according to the current discussion situation;
the multimedia information synchronization module is used for collecting scene information of student discussion and generating prompt voice based on the scene information of the discussion; the multimedia information synchronization module is also used for analyzing and expressing the smoothness according to the discussion information, and is also used for collecting the facial expressions of students, judging whether the current discussion question is a difficult and serious problem or not based on the expression smoothness and the facial expressions, if so, the multimedia information synchronization module also generates extension contents according to difficult and serious information associated with the current discussion question, and sends the extension contents to a multimedia teacher end for the teacher to assist in answering;
the multimedia feedback module is used for receiving the discussion results sent by the multimedia ecology end to which each final packet belongs, evaluating and analyzing the discussion results, generating an evaluation report, and sending the evaluation report to the multimedia teacher end in one or more of voice, text, image and video; the multimedia state feedback module is also used for acquiring the current discussion situation of the student, analyzing and generating a subsequent discussion topic based on the current discussion situation, and sending the discussion topic to the multimedia state student end in one or more forms of voice, characters, images and videos; the multimedia feedback module is also used for receiving the instruction of the teacher from the multimedia teacher end, analyzing the instruction of the teacher, generating discussion prompts, and sending the discussion prompts to the multimedia student end in one or more of voice, characters, images and videos, and the multimedia feedback module is also used for monitoring the states of the students and the teachers.
The display control module is used for receiving video information of a teacher and converting the video information into a video control instruction; acquiring voice information of a teacher, and converting the voice information into a voice control instruction; and the voice control module is also used for sending the video control instruction and the voice control instruction to multimedia equipment. The multimedia device may be a slide projector, a computer, etc.
The discussion type robot teaching device of the embodiment adopts the discussion type robot teaching system.
Example two
In this embodiment, the course of "measuring the gravitational acceleration" in the high school teaching materials is taken as an example to describe the use process of the discussion type robot teaching system:
(1) preparation before class
Firstly, a teacher establishes the subject of 'measurement and innovation of gravity acceleration', and gives the subject to a classroom information online real-time acquisition module of an education robot for processing, namely designing a classroom process. Taking a class of forty minutes as an example, the classroom content is simple, so the group discussion and innovation are more important, and therefore, the arrangement is as follows:
a teacher introduces the knowledge background of 'free fall motion' and teaches the measurement process of scientists, and takes five minutes; then, teaching robot field experiment operation and field demonstration how to calculate the gravity acceleration through the paper tape, which takes ten minutes; the group then discusses and designs an experiment to determine the acceleration of gravity, taking twenty minutes; and finally, the teacher performs classroom inspection and comments, summarization and arrangement operation, and takes five minutes.
After the classroom flow design is finished, the classroom information online real-time acquisition module needs to perform preliminary grouping according to the previous work condition and examination condition of students and the advantages and disadvantages of manual input of teachers, the index grouping confirmation module sends the preliminary grouping result to a multimedia teacher end, and the teacher modifies the preliminary grouping result according to specific conditions and finally obtains final grouping through the index grouping confirmation module.
At the moment, the final grouping is completed, students can establish discussion groups according to the final grouping, and network communication is carried out through the multimedia attitude student end to complete the intra-group division of labor. Meanwhile, the students should record the questions generated by the students in the multimedia state during the preparation before class so as to put forward the solution in class, and record the questions after the problems are solved for the future reference.
And then, the teacher finds out the important points of the teaching contents according to the teaching contents of the next day by combining the teaching experience of the teacher with the specific conditions of students, and has pertinence to prepare lessons. Meanwhile, the knowledge background, the basic knowledge of the teaching materials, the teaching outline and the flow are thoroughly specified, so that the teaching progress is smooth.
(2) Beginning of teaching
At the beginning of the course, the teacher can bring a piece of interesting people or joke (for example, the story of calculating the gravity acceleration in the Niers Bohr student era) to attract the interest of the students for activating the classroom atmosphere. After the background introduction is complete, questions are raised, such as: is the gravitational acceleration measured first by who? What may be the factors that cause measurement errors? What are the errors still present? Is there a way to avoid or reduce these errors? The students study with questions, and can keep track of the relation between knowledge and problems in class, so that the students can be more motivated to concentrate on observing experiments, and the noticed details are more, so that the students can remember and understand more deeply.
The experiment is carried out by controlling the education robot by the teacher. After the experiment, the teacher presents the questions again, such as: why does not choose the calculation at the open end? Which parts may be subject to error? How to eliminate such errors? Then, the students are allowed to think in a little time and are invited to explain the viewpoints, and in the answering process of the students, the teachers do not need to guide the students, adopt the motivation attitude, eliminate the tension of the students and affirm the students so as to help the students form the habit of thinking actively and speaking in a large amount.
After speaking, the remaining unsolved questions are listed on the blackboard, and the next time is given to the student team to discuss and design a new experiment to measure the acceleration of gravity. At the moment, the teacher is mainly responsible for following the group with poor comprehensive capability, so that the phenomenon of progress lag is prevented, and meanwhile, the discussion condition of the whole class needs to be paid attention to, and the orderly progress of the class is ensured.
The educational robot mainly follows up the group with stronger comprehensive ability to assist the exploration and innovation of the group. When the student finishes, the student selects a representative to explain the obtained conclusion to the teacher, and the teacher randomly extracts the questions of the students and comprehensively scores the points according to the accuracy, expression effect, innovation and satisfaction of the group summary.
Finally, the teacher points out the deficiency according to the overall situation of the student, and arranges a plurality of questions to link the next lesson, and if the next lesson is the interaction force, the teacher can ask about why the paper tape can measure the gravity acceleration? Is because of the gravity acting on the tape itself? And the students can arrange the homework in time according to the specific conditions to help the students fill the shortage.
EXAMPLE III
In the discussion-type robot teaching method provided in this embodiment, as shown in fig. 2, the method includes the following steps:
s1, judging whether to acquire related information; if yes, go to S2, if no, go to S3;
s2, acquiring related information through the information acquisition model, wherein the related information comprises student characteristics, subject characteristics, teaching conditions and teaching characteristics of teachers;
s3, judging whether the students are grouped, if so, jumping to S4, and if not, jumping to S6;
s4, obtaining student information, and performing primary grouping based on the student information;
s5, obtaining grouping adjustment information of the teacher for the preliminary grouping, and generating a final grouping based on the grouping adjustment information, the capability evaluation index, the cooperation liking degree index and the activity index of answering the question;
s6, judging whether a user-defined control mode is selected, if so, jumping to S7, and if not, jumping to S11;
s7, obtaining teacher self-defined information;
s8, judging whether to select teacher guide, if yes, jumping to S13, and if not, jumping to S9;
s9, guiding the educational robot;
s10, entering a classroom original problem process and jumping to S15;
s11, entering an excellent case control mode;
s12, judging whether to select teacher guide; if yes, jumping to S13, and if not, jumping to S9;
s13, guiding a teacher;
s14, summarizing the problems selected by the teacher, and jumping to S15;
s15, the education robot proposes discussion questions;
s16, collecting voice information and image information;
s17, judging whether each person speaks when the students discuss based on the voice information and the image information; if not everyone speaks, go to S18; if everyone speaks, jumping to S19;
s18, the education robot prompts the students who do not speak to actively participate in the discussion, and jumps to S16;
s19, the educational robot gives questions to the students;
s20, the education robot collects answers of students;
s21, judging whether the question exceeds a threshold value, and if not, jumping to S19; if the threshold value is exceeded, jumping to S22;
s22, generating an evaluation report of the student and sending the evaluation report to a multimedia teacher end;
s23, displaying an evaluation report by the multimedia teacher end;
s24, judging whether the teacher finishes selecting; if so, ending; if the choice is no, jump to 13.
Example four
The discussion-type teaching device provided by the embodiment comprises a multimedia state student end, a multimedia state teacher end and an education robot.
The education robot can be a double-arm education robot or a single-arm education robot, and the multimedia teacher end can be a PC, a mobile phone or a tablet computer. The multimedia morphology student end can be a tablet, a mobile phone, a computer and the like.
Referring to fig. 3, the educational robot obtains a theme from a classroom before a class and generates a classroom flow according to the theme. And carrying out primary grouping according to the student information, and then, carrying out adjustment by a teacher through a classroom end to determine final grouping.
In the classroom, the education robot follows the speaking progress of the teacher, controls teaching media to assist the teacher to introduce the subject in the classroom, the education robot can record the speaking of the teacher through the technologies of camera shooting, recording and the like, the experiment contents are personally operated and explained by the education robot, and students watch the teaching in a multimedia student terminal. When the group discussion is carried out, the education robot cooperates with the teacher in a division manner, assists the group with strong comprehensive learning capacity, sends discussion prompt information to the multimedia dynamic student end to prompt the discussion content of the student, and controls the discussion progress. The teaching robot is mainly responsible for providing related data and technical support such as experimental simulation and analysis during discussion, and the teaching robot transmits the data to a multimedia student end to facilitate the examination of the student. Finally, the education robot collects the summary of each group, records according to the evaluation of teachers, associates the previous learning conditions, analyzes and stores the specific conditions of students, and uploads the data to a multimedia teacher end for reference.
Referring to fig. 4, a teacher establishes a discussion topic according to a learning objective and teaching contents before class, and the established topic is delivered to an education robot to form a classroom process. Students with complementary strengths are then grouped, for example, into groups of four, based on their learning performance and comprehensive quality (the part can refer to the conclusion obtained by the educational robot). And then lessons are prepared according to the conditions of the students and the teaching targets. When a classroom begins, a teacher communicates with the education robot through the multimedia teacher end, and the education robot controls the multimedia equipment to cooperate with the teaching process of the teacher.
The teacher firstly puts forward some questions to guide the students to explore according to the teaching materials and the teaching material outline, so that the students participate in more actively. When the discussion is carried out, a teacher is required to maintain the orderly classroom and cooperates with the education robot in a division manner, and the teacher mainly follows and guides a group with poor overall learning capability, so that the learning progress is prevented from falling behind the overall level of the whole class, and the discussion deviating from the theme is prevented. After the discussion is finished, the teacher checks and accepts the classroom summary of the students, randomly extracts other students in the group to answer questions, points out and records the deficiencies, and finally scores according to the overall situation in the group, and the data are collected, recorded, sorted and uploaded by the education robot for observing the conditions of the students in the future. Teachers summarize the classroom progress and learning problems (e.g., blind areas of learning, problems with learning methods, problems with collaboration) at the end of the classroom and arrange assignments according to the specific circumstances of the students. And the teacher formulates a next learning plan according to the data uploaded by the robot after class.
Referring to fig. 5, students divide their work into groups and prepare their students for class according to the division. The questions generated by the user are recorded in the process of preparing to collect the data in class. When the discussion is carried out, under the supervision of the education robot, each member introduces the general content of the data which is checked by the member, listens carefully when other persons speak, records the problem of the member by a multimedia morphology student end, and puts forward the problem during the discussion to question, discuss and supplement. The education robot is controlled by voice to consult relevant literature data or perform experimental simulation to verify the feasibility of the group plan, and finally, the summary is performed (the summary is discussed and recorded together, but is submitted after the course is completed by the self). And a small knot of the file is printed into a paper file to be handed to a teacher, and a small knot of the file is submitted to an education robot in an electronic file mode to be filed. Finally, a student representative is selected to give the teacher a classroom summary of the oral presentation group.
As shown in fig. 6, discussion-type teaching is performed under the interaction and cooperation of students, teachers and education robots, which is beneficial to mobilizing the enthusiasm and initiative of students in learning; systematizing the knowledge: collecting, filtering, summarizing and feeding back; the knowledge is easy to understand and remember, the deep learning ability of students is cultivated, and the knowledge is fused and communicated for application; the student knowledge transfer and application are facilitated, and the visual field is wide; and (5) the innovative thinking of students and critical learning are cultured.
EXAMPLE five
The difference from the first embodiment is that in the present embodiment, the teaching and learning progress control module is used for collecting image information of students.
The teaching and learning progress control module is also used for marking the students as number n-1 speaking users, number n speaking users and number n +1 speaking users … … according to the speaking sequence when the students discuss, wherein n is larger than or equal to 2.
The teaching and learning progress control module is also used for collecting discussion information of the number n-1 speaking user, extracting keywords based on the discussion information of the number n-1 speaking user, counting the occurrence frequency of the keywords and sequencing the keywords according to the occurrence frequency from high to low.
The teaching and learning progress control module is also used for collecting discussion information of the n number speaking user, extracting keywords based on the discussion information of the n number speaking user, counting the occurrence frequency of the keywords and sequencing the keywords according to the occurrence frequency from high to low.
The teaching and learning progress control module is also used for comparing the keywords of the number n-1 speaking user with the keywords of the number n speaking user and judging whether the keywords with high occurrence frequency in the keywords of the number n speaking user are all the keywords with low occurrence frequency of the number n-1 speaking user or the keywords which are not appeared in the number n-1 speaking user; if yes, acquiring image information of the n-1 speaking user and the n-1 speaking user when the n-1 speaking user speaks, judging whether the expressions of the n-1 speaking user and the n-1 speaking user accord with the preset expression or not based on the image information, and recording if the expressions accord with the preset expression. The occurrence frequency can be a set time standard, wherein the occurrence frequency is higher when being larger than or equal to the time standard and is lower when being smaller than the time standard; or a sequencing intermediate value can be set, the sequencing serial number is higher than the sequencing intermediate value, and the sequencing serial number is lower than the sequencing intermediate value; the sorting can also be performed by simultaneously meeting the two times standards and the sorting intermediate value. In this embodiment, a manner of setting a sorting median is adopted.
The teaching and learning progress control module is further used for timing after the n number speaking user finishes speaking, judging the speaking interval between the n number speaking user and the n +1 number speaking user, acquiring the image information of the n +1 number speaking user if the speaking interval is smaller than a threshold value, judging whether the expression of the n +1 number speaking user accords with a preset expression or not based on the image information, and recording if the expression accords with the preset expression. In this embodiment, the preset expression includes laughter and anger.
The teaching and learning progress control module is further used for generating a discussion departure prompt when the expression changes of the n-1 speaking user, the n1 speaking user and the n +1 speaking user exceed preset expressions.
The existing semantic recognition relates to key word recognition, vector recognition and other modes. When the application and judgment of the discussion of students deviates from the topic, the keyword identification needs to establish a keyword library conforming to the classroom content and a keyword library not suggesting the discussion content, and then collects the discussion information of the students for matching to judge whether the topic is biased, so that the identification accuracy is low, and the method depends on the richness of the keyword library. The vector recognition mode has high requirement on computing power and low processing speed, and if the education robot performs local recognition, the requirement on hardware is high and the cost is high; if discernment through remote server, because the student who opens the class simultaneously is many, and remote server's handling capacity is big, can further lead to the speed of handling slower, probably all the students have discussed, and the result of discernment comes out, can not in time correct when the student discusses the departure theme.
The embodiment is used as a supplement for keyword identification, and judges whether all keywords with high occurrence frequency in keywords of the number n speaking user are keywords with low occurrence frequency of the number n-1 speaking user or keywords which do not appear in the number n speaking user, so that whether the number n speaking user has the content which is mainly spoken by the number n-1 speaking user and continues to discuss downwards can be known, if all the keywords with high occurrence frequency in the keywords of the number n speaking user are the keywords with low occurrence frequency of the number n-1 speaking user, the number n speaking user may not grasp the key point of the number n-1 speaking user for speaking, and a new idea may be found by the number n speaking user under the inspiration of the number n-1 speaking user; the keywords with high occurrence frequency are all keywords which are not appeared by the number n-1 speaking user, and the number n user may completely lean towards the discussion direction, specifically, the direction is judged by combining the expressions, because the expressions of the students are not changed greatly in normal discussion, but the students are caught to a certain non-critical small problem in the utterance to perform enlarged discussion, so that angry expressions may appear; or when chatting other things outside the classroom, a happy expression may appear, and the possibility of the existence of the partial problem is increased.
Finally, after the n number user finishes speaking, the speaking interval of the n +1 number speaking user is smaller than the threshold value, the n +1 number user quickly chats, the expression of the n +1 number speaking user accords with the preset expression, at this time, students probably chat other unrelated topics, can chat with great care in less thinking, or compete for a certain point, which are subjects deviating from the discussion, so that a discussion deviation prompt is generated. The embodiment can effectively discover the condition of deviating from the discussion theme in the student discussion and remind the student in time. The teaching effect is enhanced.
The above are merely examples of the present invention, and the present invention is not limited to the field related to this embodiment, and the common general knowledge of the known specific structures and characteristics in the schemes is not described herein too much, and those skilled in the art can know all the common technical knowledge in the technical field before the application date or the priority date, can know all the prior art in this field, and have the ability to apply the conventional experimental means before this date, and those skilled in the art can combine their own ability to perfect and implement the scheme, and some typical known structures or known methods should not become barriers to the implementation of the present invention by those skilled in the art in light of the teaching provided in the present application. It should be noted that, for those skilled in the art, without departing from the structure of the present invention, several changes and modifications can be made, which should also be regarded as the protection scope of the present invention, and these will not affect the effect of the implementation of the present invention and the practicability of the patent. The scope of the claims of the present application shall be determined by the contents of the claims, and the description of the embodiments and the like in the specification shall be used to explain the contents of the claims.
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