CN109446285B

CN109446285B - College campus space cognition and activity interaction system and method, and processor

Info

Publication number: CN109446285B
Application number: CN201811125076.1A
Authority: CN
Inventors: 高鹏; 刘艳芳; 张娜娜; 丁寅寅; 李淑清
Original assignee: Fuyang Institute Of Technology
Current assignee: Fuyang Institute Of Technology
Priority date: 2018-09-26
Filing date: 2018-09-26
Publication date: 2022-02-22
Anticipated expiration: 2038-09-26
Also published as: CN109446285A

Abstract

The invention belongs to the technical field of computer aided design, and discloses an interaction system, method and processor for campus space cognition and activity in colleges and universities, which comprises the following steps: the system comprises a drawing module, a survey module, a data sorting module, a data processing module and a data analysis module. According to the invention, the accurate expression of the campus space cognition intensity map and the space activity intensity map is realized by utilizing a GIS technology, the difference of the interaction influence of the space cognition and the space activity of students in colleges and universities is found, and the cause of inconsistent intensity of the space cognition and the space activity is analyzed; whether the campus facility layout is reasonable or not is analyzed by detecting whether the spatial cognition and the spatial activity intensity of students in colleges and universities are consistent or not. The campus facility planning layout method provides a user perspective for campus facility planning layout of colleges and universities, so that the campus planning can take cognitive abilities of users into consideration, and the facility layout is more reasonable in planning. Meanwhile, the method can be popularized to the small-scale space region planning and the regional facility layout evaluation and optimization.

Description

College campus space cognition and activity interaction system and method, and processor

Technical Field

The invention belongs to the technical field of computer aided design, and particularly relates to an interaction system, method and processor for campus space cognition and activity in colleges and universities.

Background

Currently, the current state of the art commonly used in the industry is such that: in the research on the aspect of spatial cognition at home and abroad, methods such as a cognitive map, distance cognition, cognitive intention and the like are mostly adopted, and the overall characteristics of the spatial cognition of students are researched by researching the difference of the cognitive map, the difference of the distance and the difference of the cognitive intention. Students explain the generation of student height cognitive differences in campuses by investigating the activity tracks and frequency within the campuses of the students. Spatial awareness and spatial activityThe interaction influence is an important human-ground relationship and a topic which is recently regarded as important in behavioral geography, and with the rapid development of a Geographic Information System (GIS), the strong space analysis function of the GIS enables space cognition and space activity to be expressed visually and quantitatively, so that the analysis of the space cognition and the activity is greatly promoted. In the 60 s of the 20 th century, the western society has gone through the shift of social and economic, starts to move from the goal of economic development to the goal of social development, and under the influence of the human-oriented concept, the western society starts to pay attention to the improvement of the personal life quality of residents, and starts to pay attention to the practical problems of people and society. In the 70 s of the 20 th century, in the thinking of the materialism and the scientific connotation, the geographic analysis gradually turns to the explanation from the description, and the behavior geography gradually rises as an explanation school and a method. Behavioral geography refers to a geographic method that emphasizes understanding of the relationship between behaviors and spaces where people are located from the perspective of human dominance, taking into account natural geographic environments and social geographic environmental conditions. The book "geography of spatial behavior" of the university of western geography, introduces the theory, method and latest progress of the geography of behavior comprehensively, takes decision and selection behavior as the core, widely discusses the spatial problems related to individuals, private persons, enterprises, governments and other subjects, and introduces and deeply analyzes the geography of behavior in the aspects of development process, concept model, social environment change and the like of behavior analysis. In 12 months of 2003, the organization of the national department of science and science of science foundation and the international cooperation office at Nanjing university held "the problem academic salon at the front of the development of humanistic geography", which marks that behavioral geography becomes one of the main directions of the analysis of Chinese humanistic geography. In 2005, in the annual meeting of the Chinese geography held by Beijing university, some students can plan to form a folk 'space behavior and planning' analysis meeting which is composed of students mainly in urban geography and urban traffic. The second time of spatial behavior and planning analysis will be held in Changchun, and students exchange comprehensive application analysis such as behavioral geography analysis, information technology development, cognitive map analysis and the like. The third time of spatial behavior and planning analysis can be held in college university, and the conference is on the macroscopic level of urban spatial structure and individual behavior from the geographic perspectiveThe method and the system can be used for deeply discussing the mesoscopic aspect of the behaviors of urban regions and people from the urban planning perspective, the microscopic aspect of the mutual influence of the behaviors of people in the internal space region of the building from the architectural perspective and a plurality of practical problems. The panhain is a unique planning theoretical system established through behavior analysis from an urban planning example, and is based on a method for acquiring individual space-time behavior data of a mobile phone user. With the rise of behavioral geography, cognitive analysis also faces new development momentum. Geographic spatial cognitive analysis focuses more on cognitive spatial patterns, emphasizing understanding of objective environments, analysis of real behavior patterns, spatial analysis and the like. The analysis of domestic spatial awareness is relatively weak, and in recent years, learners have begun to conduct analysis of urban images, cognitive distances, cognitive map deformation, and the like. The city intention analysis is earlier developed in China and produces rich analysis results, and domestic scholars perform city image space structure and element analysis on cities such as Beijing, Dalian and Chongqing to find that city intention elements are different due to different cities. In the aspect of space cognition and space behavior interactive analysis, space cognition is the understanding condition of a space environment in the process of developing space behaviors of human beings and is commonly influenced by factors such as space behavior intensity, human social attributes, environment space patterns and the like, and residents profoundly guide the development of the space behaviors to the condition of the space cognition. In terms of analytical methods, the evolution of data acquisition and analytical methods is an important driving force for the development of behavioral geographic analysis. Particularly with the rapid development of 3S (geographic information system, remote sensing technology, global positioning system) technology. Meanwhile, the analysis method is also diversified step by step, and the simple statistical analysis is gradually changed into diversified methods such as models, simulation, visualization and the like. By introducing a GIS three-dimensional visualization method, the improvement of the expression method of the behavior pattern is promoted, and the application of the GIS in the space behavior analysis is explained, such as Liu Qiang, Guanmeibao and the like; the Zhangren army constructs a scenic spot tourist space behavior simulation system based on a GIS; liyuan analyzes public toilet configuration of tourist attractions by utilizing a GIS technology; the gunnsha analyzes the spatial distribution characteristics of urban criminal behaviors by using a GIS spatial analysis function; the dawn of the child uses the GPS data to analyze the travel behaviors of urban residents. Behavior analysis applicationAspect(s)，Scholars have done a lot of work on behavioral analysis applications. Zhaoying and others are dedicated to behavior analysis application, discuss individual behavior space-time data acquisition based on mobile phones through cooperation with IBM company, try to construct a fine and real-time space-time behavior data oriented analysis method, provide activity modes for explaining individual behaviors and group behaviors, and provide scientific reference for urban space planning and management through simulation and analysis of resident behavior modes.

In summary, the problems of the prior art are as follows:

(1) because the spatial cognitive strength has no complete evaluation system, the prior art expresses the spatial cognitive strength by counting the occurrence frequency of each facility in the student intention, and the expression of the spatial cognitive strength is too rough to reflect the cognitive comprehensiveness of a user to the condition of each facility.

(2) In the actual process, due to reasons such as environmental facility layout problems and individual differences of users, inconsistency exists in spatial activity and spatial cognitive strength of each region of a campus, and the inconsistency is not deeply researched and applied.

The difficulty and significance for solving the technical problems are as follows: the problems need to be solved: a large amount of effective cognitive surveys and activity track and frequency surveys are made; GIS technology develops rapidly, pays more attention to the development of spatial analysis technology, so as to better realize the target.

(1) The method is combined with the interaction influence of spatial cognition and spatial activity, the generation reasons of areas with inconsistent spatial cognition and spatial activity intensity of students in colleges and universities are analyzed, the problems existing in the spatial layout of facilities in campus environments and the internal functional layout of the facilities are favorably researched, optimization suggestions are provided, the spatial cognition and campus life acceptance of the students are improved, and references can be provided for campus planning, small-scale area planning, regional facility layout optimization and evaluation.

(2) The method has the advantages that the overall interaction of space cognition and space behaviors of students is researched, areas with consistent space cognition intensity and space activity intensity in the campus of the students are known, the intuitive distribution of high-frequency activities and high-cognition degree areas in most of the campuses of the students is mastered, more scientific bases can be provided for campus fire protection, environmental protection facility planning, market marketing strategies and the like, and meanwhile, the research can also be popularized to the field of city planning construction.

(3) The interactive difference of the spatial activities of the students with different sexes, different specialties, different jobs, different score types and different residence sections is compared, and the internal reasons of the spatial cognitive difference of the students can be known. Meanwhile, the spatial activity characteristics (activity differences of learning, living, leisure, sports and the like) and the spatial cognitive ability differences of different types of students can be known. Can provide reference for schools and education management departments to make education plans.

Disclosure of Invention

Aiming at the problems in the prior art, the invention provides an interaction system, method and processor for spatial cognition and activity in campus of colleges and universities.

The invention is realized in this way, and an interactive system for spatial cognition and activity in colleges and universities campus is characterized in that the interactive system for spatial cognition and activity in colleges and universities campus comprises:

the drawing module is used for classifying and layering the geographic elements of the electronic map, hiding the campus facility map layer and drawing a survey base map; the road is segmented and coded according to each block;

the investigation module is used for acquiring the positions, names and internal condition information of campus buildings, park squares, sports facilities and other public facility boundaries in student cognition; collecting the visiting frequency of student facilities; drawing an activity path; the path consists of a road route and nodes;

the data sorting module is used for inputting the basic information into the EXCEL, comparing the survey sketch with an actual map, and counting the graph rate, the position accuracy and the name accuracy of each campus facility; comparing the internal description of each facility obtained by investigation with the actual internal layout, making a standard, converting the qualitative description into a quantitative score, and counting the overall internal understanding rate; counting the visiting frequency of the student campus facilities and the activity contribution rate of each coding road section;

the data processing module is used for calculating a campus facility space cognitive intensity map and a campus facility space activity intensity map; calculating cognitive level of each campus facility, and simulating a campus area space cognitive intensity map by using computer interpolation; calculating the average visiting frequency of students in the campus facilities and the average contribution rate of each coding road section, and simulating a campus area space activity intensity graph by adopting a computer; superposing the cognitive strength diagram and the spatial activity strength diagram of the spatial region, drawing non-overlapping regions of the cognitive strength and activity strength overlapping regions of all levels, and measuring and calculating the area and area proportion of the regions;

the data analysis module is used for analyzing reasons for the inconsistent spatial cognition and spatial activity intensity in the non-overlapping region; and unreasonable arrangement of facilities in the campus and public facilities such as environmental protection, fire protection and the like is determined.

The college campus space cognition and activity interaction system further comprises:

the space cognition module is used for analyzing the rationality of the space layout and the internal layout of the campus facility by an improved space cognition measuring and calculating method and combining the interaction influence of space cognition and space behavior, and verifying an analysis conclusion in a interview mode;

the campus activity type module is used for analyzing the preference of different types of students on campus activities by comparing the cognitive strength and activity frequency difference of learning, leisure, living and sports facilities of the different types of students;

and the space behavior and space cognition module finds the cognition difference of different types of students to the environment under the same activity intensity through comparative analysis and tries to find a factor causing the difference.

the spatial cognitive deformation module is used for analyzing the spatial cognitive deformation reasons of the school of the students;

the student visual angle module is used for analyzing whether the space layout of the campus facilities is reasonable or not and whether the internal function layout of the building facilities is proper or not from the use visual angle of students;

the activity and cognition module is used for analyzing the difference of activity frequency and cognition of different types of students in different types of facilities;

the spatial cognition intensity and spatial activity intensity module is used for dividing the spatial cognition intensity graph and the spatial activity intensity graph into the same grade, comparing the difference of the two graphs step by step and analyzing interaction, namely analyzing a consistent area and an inconsistent area of the spatial cognition and the spatial activity intensity;

and the space difference module is used for realizing the interactive difference of the space cognition and the space activity under the common condition of step-by-step comparison.

the space cognition quantification module is used for measuring and calculating the space cognition intensity of each facility according to the mapping rate, the position accuracy, the name accuracy, the internal condition understanding rate and the weight coefficient;

and the intensity graph drawing module is used for simulating the space activity intensity by using Kriging interpolation by adopting a method of combining facility use frequency and road radiation.

Another object of the present invention is to provide an interaction method for spatial cognition and activity in a college campus, which implements the interaction system for spatial cognition and activity in a college campus, the interaction method for spatial cognition and activity in a college campus comprising:

step one, classifying and layering geographic elements of an electronic map, hiding a campus facility map layer, and drawing a survey base map; the road is segmented and coded according to each block;

acquiring spatial cognitive information of students; investigating the cognitive situation of students on campus space and showing the cognitive situation in a sketch form, and requiring the students to describe facility visiting frequency and internal layout; requiring students to draw various types of activity paths in the campus; the path consists of a road route and nodes;

step three, inputting basic information of the survey into EXCEL, comparing a survey sketch with an actual map, and counting graph rate, position accuracy and name accuracy of each campus facility; comparing the internal description of each facility obtained by investigation with the actual internal layout, making a standard, converting the qualitative description into a quantitative score, and counting the overall internal understanding rate;

calculating a space cognition comprehensive value of each facility in the campus, and simulating a campus area space cognition intensity map by interpolation; counting the activity frequency of the connection facility nodes of each road section, measuring and calculating the activity contribution rate of each road section, and simulating a campus activity intensity graph by interpolation; superposing the cognitive strength diagram and the spatial activity strength diagram of the spatial region, drawing non-overlapping regions of the cognitive strength and activity strength overlapping regions of all levels, and measuring and calculating the area and area proportion of the regions;

analyzing reasons for the inconsistent spatial cognition and spatial activity intensity of the non-overlapped region; determining unreasonable arrangement of campus facility space and environment-friendly and fire-fighting public facilities; and drawing a space cognitive strength and space activity strength graph of the special students.

Further, the college campus space cognition and activity interaction method further comprises the following steps:

(1) using the topographic map as a working base map, measuring an area of the topographic map which is not updated by using a total station, importing measurement data into an ARCGIS, and drawing a campus plane map by using a basic drawing function; registering the area plan and the original topographic map which are subjected to the supplementary survey by using an ARCGIS software space registration module, drawing a complete campus plan, and hiding main campus facilities by using the campus plan as a base map to form a survey base map;

(2) creating a frequency histogram of a campus space cognition intensity map and a space activity intensity map by using a space analysis module, counting the number of each intensity value pixel and the total number of two image pixels, calculating the level segmentation values of the space cognition intensity map and the space activity intensity map according to the principle that the proportion of 1, 2 and 3 levels of intensity is one third, dividing the two maps into three levels by using a reclassification tool, and converting each level of grid map into a vector map by using a conversion module;

(3) adopting a superposition analysis module to carry out interactive analysis on the strength vector diagrams of all levels of the spatial cognition and the strength vector diagrams of all levels of the spatial activity, creating overlapping regions and non-overlapping regions of all levels of the spatial cognition strength diagram and the spatial activity strength diagram, and counting the areas and the occupation ratios of the overlapping regions and the non-overlapping regions; and overlapping the campus plane diagrams;

(4) acquiring external reasons generated by the inconsistency difference between the spatial activity and the spatial cognitive region, comparing the spatial positions, road distribution, covered facility types, guideboards and facility board arrangement and the internal structure layout of different facilities of the overlapped region and the non-overlapped region, and analyzing the spatial layout and the internal function layout rationality of each facility in the campus by combining experience interviews and the like after use of students;

(5) acquiring regional distribution, regional facility types and student activity purposes with the same level of spatial activity and spatial cognition, knowing the main types, activity preference and overall spatial cognition level and characteristics of college student campus activities, and providing optimization suggestions by combining the distribution of the existing public facilities;

(6) adopting ARCGIS software to draw a spatial cognitive strength and spatial activity strength graph of a thematic student, and dividing the two graphs into 3 levels according to strength values; comparing the distribution positions, the sizes and the function differences of the homogeneous space activities and the space cognitive strength of the students in the living areas with the distribution positions, the sizes and the functions of the areas of the homogeneous space activities and the inconsistent space cognitive strengths of the students in the literature students, the students in men and women, the students in non-students and the students in the non-students; and the spatial activity difference and the spatial cognitive ability difference of various students are known.

(7) Comprehensively comparing the interaction difference of all levels of spatial cognition and spatial activity of various special students with the regional distribution situation of the interaction difference of all levels of spatial cognition and spatial activity of the whole students in colleges and universities, if the difference is not obvious, the main reason for the interaction difference of the spatial cognition and spatial activity of the students comes from the outside, and if the difference is obvious, the internal difference of students in different specialties, different sexes, different cadres of the students, different scores and different residential quarter pieces is also an influence factor for causing the interaction difference of the spatial cognition and spatial activity.

Another object of the present invention is to provide a computer program for implementing the interaction method of spatial awareness and activity in colleges and universities campus of the interaction system as claimed in any one of claims 4 to 6.

Another object of the present invention is to provide a computer program for implementing the interaction method for spatial awareness and activities in colleges and universities campus of the interactive system.

The invention also aims to provide an information data processing terminal for realizing the interaction method of the spatial cognition and the activity of the colleges and universities campus of the interaction system.

It is another object of the present invention to provide a computer-readable storage medium, comprising instructions which, when run on a computer, cause the computer to perform the interaction method for college campus spatial awareness and activity of the interactive system.

The invention also aims to provide a processor for realizing the interaction method of the college campus space cognition and activity of the interaction system.

In summary, the advantages and positive effects of the invention are: according to the invention, the accurate expression of the campus space cognition intensity map and the space activity intensity map is realized by utilizing a GIS technology, the difference of the interaction influence of the space cognition and the space activity of students in colleges and universities is found, and the cause of inconsistent intensity of the space cognition and the space activity is analyzed. Whether the campus facility layout is reasonable or not is analyzed by detecting whether the spatial cognition and the spatial activity intensity of students in colleges and universities are consistent or not. Theoretically, the activity frequency and the cognitive strength should be consistent, but for campus facilities with reasonable layout, the cognitive strength may be higher than the activity frequency due to low cognitive difficulty; for a campus facility with an unreasonable layout, the cognitive difficulty is high, and the cognitive strength may be far lower than the activity frequency. The method can provide a user perspective for university campus facility planning layout, so that the campus planning can take the cognitive ability of the user into consideration, and the facility layout is more reasonable during planning. Meanwhile, the research can be popularized to the small-scale space region planning and the regional facility layout evaluation and optimization.

According to the method, the high-strength areas of spatial activity and spatial cognition of students in colleges and universities are obtained, and the areas generally familiar to students can be combined for setting when environment-friendly facilities, safety facilities and disaster early warning facilities in campuses are set, so that the effective utilization of the environment-friendly facilities, fire safety and disaster early warning facilities is improved. The spatial cognitive ability differences and spatial activity habits of different students can be known through the spatial cognitive strength of the students with different special subjects (sex, achievement, specialty, residence area, whether the students are cadres or not) under high, medium and low activity strengths. The method has certain referential significance for cultivating school activity habits of students and improving the spatial cognitive abilities of various students in colleges and universities.

According to the method, the university students can know the common characteristics of the campus activity rule and the space cognition level through the characteristics of the areas with consistent space activity and space cognition intensity, and reference can be provided for placing campus environmental protection facilities and fire fighting facilities; in addition, by comparing the spatial cognition and activity interaction differences of different types of students and researching the internal cause (the students) generated in the areas with inconsistent spatial activity and spatial cognition intensity, the spatial cognition capability differences and campus activity characteristics (learning, living, leisure, sports and other types of activity differences) of the different types of students can be known, so that the method is valuable for researching the learning and living states of college students and colleges, and can provide reference for formulating higher education culture policies and schemes.

Compared with the prior art, the positive effects are shown in table 1:

drawings

FIG. 1 is a schematic structural diagram of an interaction system for spatial cognition and activity in a campus of a college according to an embodiment of the present invention;

in the figure: 1. a drawing module; 2. a survey module; 3. a data sorting module; 4. a data processing module; 5. and a data analysis module.

Fig. 2 is a flowchart of an interaction method for spatial awareness and activity in a campus of a college according to an embodiment of the present invention.

Fig. 3 is a flowchart of an implementation of an interaction method for spatial awareness and activity in a campus of colleges and universities according to an embodiment of the present invention.

Detailed Description

In order to make the objects, technical solutions and advantages of the present invention more apparent, the present invention is further described in detail with reference to the following embodiments. It should be understood that the specific embodiments described herein are merely illustrative of the invention and are not intended to limit the invention.

In the actual process, due to the reasons of regional facility layout problems, individual differences of users and the like, the spatial activity and the spatial cognitive strength of each region of the campus have inconsistency. The invention aims to realize accurate expression of campus facility cognition of a user by improving the prior art so as to research the inconsistency of space activity and space cognition intensity and reversely deduce the problem of facility layout in an area and user cognition difference.

The following detailed description of the principles of the invention is provided in connection with the accompanying drawings.

As shown in fig. 1, an interactive system for spatial awareness and activity in a campus of a college according to an embodiment of the present invention includes: the system comprises a drawing module 1, a survey module 2, a data sorting module 3, a data processing module 4 and a data analysis module 5.

The drawing module 1 is used for classifying and layering the geographic elements of the electronic map, hiding the campus facility map layer and drawing a survey base map; the road is segmented and coded according to each block;

the investigation module 2 is used for acquiring the positions, names and internal condition information of campus buildings, park squares, sports facilities and other public facility boundaries in student cognition; collecting the visiting frequency of student facilities; drawing an activity path; the path consists of a road route and nodes;

the data sorting module 3 is used for inputting the basic information into the EXCEL, comparing the survey sketch with an actual map, and counting the graph rate, the position accuracy and the name accuracy of each campus facility; comparing the internal description of each facility obtained by investigation with the actual internal layout, making a standard, converting the qualitative description into a quantitative score, and counting the overall internal understanding rate; counting the visiting frequency of the student campus facilities and the activity contribution rate of each coding road section;

the data processing module 4 is used for calculating a campus facility space cognitive intensity map and a campus facility space activity intensity map; calculating cognitive level of each campus facility, and simulating a campus area space cognitive intensity map by using computer interpolation; calculating the average visiting frequency of students in the campus facilities and the average contribution rate of each coding road section, and simulating a campus area space activity intensity graph by adopting a computer; superposing the cognitive strength diagram and the spatial activity strength diagram of the spatial region, drawing non-overlapping regions of the cognitive strength and activity strength overlapping regions of all levels, and measuring and calculating the area and area proportion of the regions;

the data analysis module 5 is used for analyzing reasons for the inconsistent spatial cognition and spatial activity intensity in the non-overlapping region; and determining the unreasonable arrangement of the facilities in the campus and the public facilities for environmental protection and fire protection.

As shown in fig. 2, the interaction method for spatial cognition and activity in campus of colleges and universities provided by the embodiment of the present invention includes the following steps:

s201: classifying and layering geographic elements of the electronic map, hiding a campus facility map layer, and drawing a survey base map; the road is segmented and coded according to each block;

s202: acquiring student space cognitive information; investigating the cognitive situation of students on campus space and showing the cognitive situation in a sketch form, and requiring the students to describe facility visiting frequency and internal layout; requiring students to draw various types of activity paths in the campus; the path consists of a road route and nodes;

s203: recording the basic information of the survey into EXCEL, comparing the survey sketch with an actual map, and counting the graph rate, the position accuracy and the name accuracy of each campus facility; comparing the internal description of each facility obtained by investigation with the actual internal layout, making a standard, converting the qualitative description into a quantitative score, and counting the overall internal understanding rate;

s204: calculating a space cognition comprehensive value of each facility in the campus, and simulating a campus area space cognition intensity graph by interpolation; counting the activity frequency of the connection facility nodes of each road section, measuring and calculating the activity contribution rate of each road section, and simulating a campus activity intensity graph by interpolation; superposing the cognitive strength diagram and the spatial activity strength diagram of the spatial region, drawing non-overlapping regions of the cognitive strength and activity strength overlapping regions of all levels, and measuring and calculating the area and area proportion of the regions;

s205: analyzing the reasons for the inconsistent spatial cognition and spatial activity intensity in the non-overlapping area; determining unreasonable arrangement of campus facility space and environment-friendly and fire-fighting public facilities; and drawing a space cognitive strength and space activity strength graph of the special students.

The application of the principles of the present invention will now be described in further detail with reference to specific embodiments.

The college campus space cognition and activity interaction method provided by the embodiment of the invention utilizes a GIS technology to accurately express a campus space cognition intensity graph and a space activity intensity graph; and analyzing the differences of the spatial cognition and the spatial activity interaction influence of students in colleges and universities and the causes of the differences.

The interaction method for spatial cognition and activity of the campus of the colleges provided by the embodiment of the invention specifically comprises the following steps:

and (3) using the topographic map as a working base map, measuring an area of which the topographic map is not updated by using a total station, importing measurement data into the ARCGIS, and drawing a campus planar map by using a basic drawing function. And registering the area plan and the original topographic map which are subjected to supplementary survey by using an ARCGIS software space registration module (Georeference), drawing a complete campus plan, and hiding main campus facilities by using the campus plan as a base map to form a survey base map.

On the basis of an investigation base map, acquiring a large amount of student campus cognitive data by adopting a cognitive map, questionnaire and interview method, counting the upper map condition (upper map value is1 and non-upper map value is 0), the correct position condition (correct position value is1 and incorrect position value is 0), the correct name condition (correct name value is1 and incorrect position value is 0), the internal understanding condition (qualitative description is converted into quantitative value and is respectively given to four stages of 1.0, 0.66, 0.33 and 0 according to the accuracy and comprehensiveness of the description content), counting the average values of 4 evaluation factors of all students to obtain the upper map rate, correct name rate, correct position rate and internal understanding rate, recording the upper map rate, correct name rate and internal understanding rate into an Arcgis map layer database, weighting and superposing the 4 factors according to a certain weight by adopting a spatial attribute Calculator (Field Calculator), and carrying out normalization processing to obtain the spatial cognitive strength of each facility, the cognitive strength of the facility space is used as raw data, a Kriging interpolation technology is applied, and the pixel size is 5m by 5m, so that a spatial cognitive strength graph (grid graph) of a student campus is obtained.

Measuring and calculating the student activity utilization rate of each road section by investigating student activity tracks (primary, secondary and freedom); and (5) investigating the weekly average visiting frequency of each campus facility of the students and carrying out normalization and quantification treatment. And taking the road section utilization rate and the facility visiting frequency as raw data, performing normalization processing, and then performing Kriging interpolation, wherein the pixel size is 5m by 5m, so as to obtain a space activity intensity graph (grid graph) of the student campus.

The method comprises the steps of creating a Frequency Histogram of a campus Spatial cognitive intensity map and a Spatial activity intensity map by using a Spatial analysis module in ARCGIS software, counting the number of each intensity value pixel and the total number of two image pixels, calculating level segmentation values of the Spatial cognitive intensity map and the Spatial activity intensity map according to the principle that the proportion of 1-level intensity, 2-level intensity and 3-level intensity is one third, dividing the two maps into three levels by using a Reclassification tool, and converting grid maps into vector maps at all levels by using a Conversion module (Conversion Tools).

And performing interactive analysis on the intensity vector diagrams of all levels of the spatial cognition and the intensity vector diagrams of all levels of the spatial activity by adopting an ARCGIS software spatial Overlay module, creating overlapping regions (using an artifact tool) and non-overlapping regions (using an Erase tool) of all levels of the spatial cognition intensity diagram and the spatial activity intensity diagram, and counting the areas and the occupation ratios of the overlapping regions (namely the regions with the consistent intensities of all levels of the two images) and the non-overlapping regions (namely the regions with the inconsistent intensities of all levels of the two images) (measuring and calculating by using a finished Calculator tool). And a campus plane graph is superposed to research the reasons for the inconsistency of the spatial activity and the spatial cognitive strength area.

The external reasons (namely campus facility layout) generated by the inconsistency difference of spatial activity and spatial cognitive regions (the strength non-overlapping regions of each level in the two figures) are obtained, the spatial positions, road distribution, covering facility types, guideboards and facility board arrangement and the internal structure layout of different facilities in the overlapping regions and the non-overlapping regions are compared, and the spatial layout and the internal function layout rationality of each facility in the campus are analyzed by combining experience interviews and the like after students use.

The regional distribution, the regional facility types and the student activity purposes of the same-level strength consistency of spatial activity and spatial cognition are obtained, the main types, the activity preference, the overall spatial cognition level and the characteristics of college school activities of students are known, and optimization suggestions are provided by combining the distribution of the existing public facilities for fire fighting, environmental protection and the like.

And acquiring internal causes of inconsistent differences of spatial cognition and spatial activity intensity of students. By the principle of unique variables, the ARCGIS software is also adopted to draw a spatial cognitive intensity and spatial activity intensity graph of thematic students (students with different specialties, different sexes, different cadres, different scores and different residence districts), and the two graphs are divided into 3 grades according to intensity values. Compared with literature students, male and female students, non-student cadres, students with excellent and poor performances, students in all living areas, the students in all living areas have the same-level spatial activity and the consistent distribution position and the inconsistent distribution position of spatial cognition intensity, the size of the areas, the functions of the areas and the like, so that the spatial activity difference (activity difference of learning, living, leisure, sports and the like) and the spatial cognition capability difference of various students are known.

Comprehensively comparing the interaction difference of all levels of spatial cognition and spatial activity of various special students (students with different specialties, different sexes, whether the students are cadres or not, different grades and different residence zone section students) with the regional distribution situation of the interaction difference of all levels of spatial cognition and spatial activity of college students, if the difference is not obvious, the main reason for the interaction difference of the spatial cognition and spatial activity of the students comes from the outside (campus facility layout), and if the difference is obvious, the internal difference of different specialties, different sexes, whether the students are cadres or not, different grades and different residence zone section students is also the influence factor for causing the interaction difference of the spatial cognition and spatial activity. Based on the above, suggestions for effectively cultivating the spatial cognitive ability of students and effectively guiding the students to actively develop beneficial campus activities are provided.

The application of the principles of the present invention will now be described in further detail with reference to the accompanying drawings.

1. General idea

1.1 the general idea comprises the following modules: the system comprises a drawing module, a survey module, a data sorting module, a data processing module and a data analysis module;

and the drawing module collects a school district topographic map or a plan (electronic version or paper version) from the general office of the Fuyang faculty and the university college. And (3) carrying out hierarchical processing on the electronic map (a paper map can be scanned into electrons and vectorized) geographic element classification (campus boundaries, roads, rivers, buildings, park squares and other public facilities), and segmenting and coding the roads according to each block.

And checking the current campus environment state in contrast to a map field, and mapping the new facilities which are not mapped and registering the new facilities with the base map. Base drawings are created using arcgis (symbolization of geographical elements, road and river name labeling, scale setting, survey explanatory text, layout, etc.). Facilities to be investigated, such as buildings, park squares and the like, are hidden in the investigation base map.

Investigation module

(1) Formation panel

The survey group consists of subject teachers and excellent students, wherein the students for developing the survey are intensively trained and tried before the survey, the problems in the trial survey are gathered, the survey base map is modified, and the survey method is improved.

(2) Survey content

Basic information: specialty, gender, contact, whether student cadres, score status, location of residence; drawing the boundaries of campus buildings, park squares, sports facilities and other public facilities at the positions which are considered to be correct on the base map, and labeling the names of the facilities; describing the internal layout and visiting frequency of the drawn facilities (the monthly activity times are investigated by taking months as unit time); fourthly, drawing a moving path (necessary moving path: dining, class and the like; spontaneous moving path: movement, walking, self-study and the like; social moving path: office and association activities and the like), wherein the path is composed of road paths and nodes (destination facilities).

(3) Survey request

The method comprises the following steps of: random investigation (the professional coverage of the investigated students is wide); and secondly, investigation in a subarea mode (each campus has 2 lodging district slices, and investigation and archiving are carried out separately).

A data sorting module: inputting the basic information into EXCEL, then comparing the survey sketch with an actual map, and counting the graph rate, the position accuracy and the name accuracy of each campus facility; comparing the internal description of each facility obtained by investigation with the actual internal layout, making a standard, converting the qualitative description into a quantitative score, and counting the overall internal understanding rate. And correspondingly inputting 4 indexes (map-loading rate, position accuracy rate, name accuracy rate and internal condition understanding rate) into the graphic attribute database of each facility of the ARCGIS.

According to the above method, students of different genders, professions (textbooks), jobs (whether or not the students are cadres), score status (excellent, general), and residence section are classified and screened out for cognitive conditions (upper graph rate, position accuracy rate, name accuracy rate, internal condition understanding rate). And a spatial cognition thematic map (specialty, gender, job title, score and residence zone piece) and a database are established in the ARCGIS, and statistical data are recorded.

And corresponding to each road section code, recording the activity path attribute obtained by investigation into the EXCEL, counting the path attribute condition of each road section code, and dividing the path attribute condition into a necessary road section, a spontaneous road section and a social road section according to the overall condition of the road section. And recording the graphic element corresponding to the path attribute of each road section into an arcgis database.

Data processing module

(1) And (3) weighting and summing the graph rate, the name accuracy rate, the position accuracy rate and the internal condition understanding rate on the facilities by using ARCGIS software as a platform according to a certain coefficient, and calculating the spatial cognitive comprehensive value of each facility in the campus. The method comprises the steps of taking the periphery or the periphery of the boundary of each facility of the campus or the entrance and exit (the periphery of an open facility is taken, and the entrance of a closed facility is taken) as measuring points, taking the spatial cognition comprehensive value as a measuring value, adopting Kriging interpolation to simulate a campus spatial cognition intensity map, and adopting a re-grading method to divide spatial regions into 3 grades according to the cognition intensity, wherein the proportion of the three-grade regions in the campus area is 33%, 33% and 34%.

And 5 types of thematic maps (specialization, sex, job title, score and residence zone) are drawn according to the same method.

(2) A Jiangjie path contribution rate calculation method is adopted to calculate the activity contribution rate of each road section by counting the activity frequency of the connection facility nodes of each road section. The activity frequency of facility nodes and the contribution rate of road sections are converted into activity intensity according to a unified standard, measuring and calculating points are arranged at the periphery, the entrance and the exit of each facility boundary of the campus, measuring and calculating points are arranged at the distance of each partition section of the road section, the activity intensity value is used as a measuring and calculating value, a Kriging interpolation is adopted to simulate an activity intensity map of a campus space region, the space region is divided into 3 levels according to the activity intensity value by adopting a re-grading method, and the proportion of the three levels of regions in the campus area is 33%, 33% and 34%.

And draw the thematic map of activity intensity of the space area (specialty, sex, job title, score, residence zone) according to the same method.

(3) And superposing the cognitive strength graph and the spatial activity strength graph of the spatial region, drawing non-overlapping regions of the cognitive strength and activity strength overlapping regions of all levels, and measuring and calculating the area and area proportion of the regions.

Data analysis module

(1) The method comprises the steps of comparing roads, guideboards, facility nameplates, area positions, area facility function structures and the like in an area overlapping area covered by all levels of space cognition and space activity intensity of college students and in a non-overlapping area, analyzing reasons caused by inconsistency of the space cognition and the space activity intensity of the non-overlapping area by combining interview students, and exploring the unreasonable space layout of the facilities in the college campus.

(2) The regional distribution, the regional facility types and the student activity purposes of the same-level strength consistency of spatial activity and spatial cognition are researched, the main types, the activity preference, the overall spatial cognition level and the characteristics of college school activities of students are known, and the unreasonable public facility arrangement is researched by combining the distribution of the existing fire-fighting, environment-friendly and other public facilities.

(3) The internal cause of inconsistent differences in spatial cognition and spatial activity intensity of students was studied. By the principle of unique variables, the ARCGIS software is also adopted to draw a spatial cognitive intensity and spatial activity intensity graph of thematic students (students with different specialties, different sexes, different cadres, different scores and different residence districts), and the two graphs are divided into 3 grades according to intensity values. Compared with literature students, male and female students, non-student cadres, students with excellent and poor performances, students in all living areas, the students in all living areas have the same-level spatial activity and the consistent distribution position and the inconsistent distribution position of spatial cognition intensity, the size of the areas, the functions of the areas and the like, so that the spatial activity difference (activity difference of learning, living, leisure, sports and the like) and the spatial cognition capability difference of various students are known.

1.2 the object comprises the following modules: the system comprises a space cognition module, a campus activity type module and a space behavior and space cognition module;

the spatial cognition module (analysis module) has a plurality of achievements relative to deformation analysis of the practical environment of the campus, and students perform deformation analysis in scenic spots and residential areas and provide regional optimization suggestions. The analysis is to analyze the rationality of campus spatial layout and internal layout by taking school environment as an example and combining the interaction influence of spatial cognition and spatial behavior, and verify the analysis conclusion in a interview mode.

And a campus activity type module (for analyzing, by comparing the cognitive strength and activity frequency difference of learning, leisure, life and sports facilities of different students, the preference of the students on campus activities, especially the spontaneous activity and social activity difference are analyzed.

The spatial behavior and spatial cognition module (analysis) has different scientific knowledge bases, different living backgrounds and different behavior habits of different types of students, but has no analysis on whether the actual spatial activity efficiency and the spatial cognition ability are different or not. The analysis is expected to find the cognitive difference of different types of students to the environment under the same activity intensity through comparative analysis and try to find out factors causing the difference.

1.3 the content includes the following modules: the system comprises a spatial cognition deformation module, a student visual angle module, an activity and cognition module, a spatial cognition intensity and spatial activity intensity module and a spatial difference module;

and the spatial cognitive deformation module is used for analyzing the spatial cognitive deformation reasons of the students and the campus.

The student visual angle module analyzes whether the space layout of campus facilities (road network, building and leisure sports facilities) is reasonable or not and whether the internal function layout of the building facilities is suitable or not from the use visual angle of students.

And an activity and cognition module for analyzing the difference of activity frequency and cognition of different students in different facilities (learning facility, entertainment facility, living facility and sports).

And the space cognition intensity and space activity intensity module is used for dividing the space cognition intensity graph and the space activity intensity graph into the same grade, comparing the difference of the two graphs step by step and analyzing interaction, namely analyzing a consistent area and an inconsistent area of the space cognition and the space activity intensity. And comparing the facility layout conditions of the consistent area and the inconsistent area, and searching for external factors causing the difference of the spatial activity and the cognitive interaction. And comparing the spatial cognition and activity interaction influence differences of students of the same school with different genders, different specialties, different jobs, different score types and different residence districts step by step to search internal factors causing the spatial activity and cognition interaction difference.

And the space difference module is used for understanding the space activity efficiency, behavior habits and space cognition capability difference of students with the same type at different academic levels by comparing the space cognition and space activity interaction difference of the two schools under the common conditions (the same specialty, the same gender, the same student cadres and the same score type) of the three students and the two students of the Fuyang faculty and the university college step by step.

1.4 key problems addressed include the following modules: the device comprises a space cognition quantification module and a strength graph drawing module;

the space cognition quantification module adopts qualitative description or qualitative classification for expression of space cognition in the prior analysis, and the analysis is intended to measure and calculate the space cognition intensity of each facility through 4 statistical indexes (upper graph rate, position accuracy rate, name accuracy rate and internal condition understanding rate) and weight coefficients.

And the intensity graph drawing module is used for drawing an activity intensity graph by analyzing buffer areas with different radiuses according to the activity contribution rate of each road section by a learner. The method considers the direct proportional relation between the activity frequency and the path radiation area, but for the independent facilities beside the path, the frequency of the student performing the activity in the facilities cannot be accurately grasped only by the path radiation. And analyzing a method for combining the facility use frequency with road radiation, and simulating the space activity intensity by using Kriging interpolation.

2, analysis method, technical route, experimental scheme and feasibility analysis to be adopted:

2.1 the analytical method to be taken comprises the following modules: investigation module, statistics module, drawing module and data module

Investigation module, investigation method: cognitive mapping, questionnaire, interview;

the statistical module and the statistical method are as follows: EXCEL statistics and GIS space statistics;

drawing module, drawing method: map vectorization and ARCGIS drawing basic tools;

the data module and the spatial data analysis processing method comprise the following steps: kriging interpolation, GIS reclassification grading technology, GIS superposition analysis technology and spatial attribute calculator.

2.2 technical route

As shown in fig. 3, the hardware used is a computer, a plotter, a printer, and a total station, and the software used is arcgis10.2, CAD, office, and span. Through collecting campus plane diagrams (electronic diagrams) of the Fuyang university college, the images are converted into shape format files (Arcgis10.2 supported format), map modification processing is carried out (map symbols, map names, scales, labels and the like are added), then the images are printed by using a plotter, and the two schools are actually checked. And for newly-built campus facilities lacking in the drawings, performing supplementary measurement by using a total station, converting data into a CAD (computer-aided design), converting the measured data into a shape file by the CAD, and registering and fusing the supplementary measurement data and the original drawing to form a complete campus plan drawing of colleges.

And carrying out layered processing on the campus plane map of the colleges and universities, hiding campus facilities, making a spatial cognition survey map, and adding a campus facility spatial cognition survey description in a graphic output viewport. And displaying the campus facilities, making a spatial activity survey picture, and adding a campus activity survey instruction in the graphical output viewport. The class 2 survey was printed by a plotter. In addition, a questionnaire of the internal condition of the facility is designed, and the questionnaire is printed by a printer. And counting and investigating the campus cognitive condition and campus activity condition of students. .

And counting the investigated data by EXCEL, inputting the drawing rate, the position accuracy, the name accuracy and the internal condition understanding rate of each facility into an Arcgis10.2 shape layer database, and measuring the overall cognition of students to each campus facility by using a Field Calculator. And on the basis, calculating the cognitive strength map of the student on the whole campus space by using Arcgis10.2 Kriging interpolation.

And coding the campus road in sections according to the block, counting the use frequency of each student on each road section and the campus facility activity frequency, recording the frequency and the campus facility activity frequency into an Arcgis10.2 shape layer database, and measuring and calculating a student campus activity frequency graph by using Arcgis10.2 Kriging interpolation.

Through an Arcgis10.2 reclassification grading (recassify) tool, a campus space cognitive strength map and a space activity strength map are divided into 3 levels according to numerical values, areas with the same level (the first level cognitive strength and the first level activity strength are superposed, and the like) of the two maps are superposed in layers, the overlapping area and the occupation ratio of the areas of the two maps with the same level, the distribution condition of facilities in the overlapping and non-overlapping areas are measured, and corresponding analysis and research are carried out.

The analysis of the present invention combines the methods of both types of analysis, with the expectation that new achievements will be achieved in terms of the interaction effects of spatial cognition and spatial activity. The method comprises the steps of generating a plurality of space cognition and space activity interaction influence factors, analyzing and searching main factors influencing the interaction of space cognition and space behaviors by comparing and comparing student interaction differences of different specialties, different sexes, different cadres and different grades of students and different residence sections with the layout conditions of all areas of a campus; in the prior analysis, qualitative description or qualitative classification is mostly adopted for the expression of the spatial cognition, and the spatial cognition intensity of each facility is measured and calculated through 4 statistical indexes (upper graph rate, position accuracy rate, name accuracy rate and internal situation understanding rate) and weight coefficients in the analysis.

The method and the device combine the interaction influence of the spatial cognition and the spatial activity to analyze the deformation reason of the spatial cognition relative to the campus real environment, are favorable for researching the problems existing in the campus environment facility spatial layout and the facility internal function layout and providing optimization suggestions so as to improve the student spatial cognition and campus life recognition degree, and can provide reference for campus planning, small-scale area planning, area facility layout optimization and evaluation. The overall interaction of the space cognition and the space behavior is analyzed, areas with consistent space cognition high intensity and space activity high intensity in the campus of the students are known, and more scientific bases can be provided for area disaster early warning facility planning, environment-friendly facility planning, marketing strategies and the like. The spatial cognitive strength and the spatial activity strength are classified in an equal manner, and the spatial activity interaction differences of students with the same school and different genders, different specialties, different jobs, different score types and different residence districts are compared step by step to know the behavior habits, the spatial activity efficiency and the spatial cognitive ability differences of different types of students under the same academic level. The analysis results can provide reference for schools and education management departments to make education plans.

The method takes the Fuyang faculty college as a case, uses a topographic map as a work base map, adopts a cognitive map, a questionnaire and an interview method to obtain student campus cognitive data, adopts GIS space statistics and superposition analysis technology to weight and superpose position cognition, name cognition, facility internal cognition and the like, and adopts Kriging interpolation to obtain a space cognitive strength map. Acquiring campus activity data by adopting path drawing and facility use frequency investigation, and measuring and calculating the activity contribution rate of each road section by adopting a Jiangjie path contribution rate calculation method; and interpolating to obtain a campus space activity intensity map of the student by taking the road contribution rate and the facility use frequency as raw data. And equivalently grading the spatial cognitive strength and the spatial behavior strength map by adopting a GIS (geographic information System) re-grading technology, and gradually comparing the spatial positions, facility distribution and area sizes of a spatial cognitive strength consistent region and a spatial activity strength inconsistent region by adopting a GIS superposition analysis technology to find the difference of interaction influence. The main influence factors of the interaction between the spatial cognition and the spatial behavior are researched by comparing the spatial cognition and the spatial activity interaction influence change caused by differences of campus environment layout, professions (the science), sexes (men and women), jobs (whether students are cadres), scores (good and bad), and the like.

In the above embodiments, the implementation may be wholly or partially realized by software, hardware, firmware, or any combination thereof. When used in whole or in part, can be implemented in a computer program product that includes one or more computer instructions. When loaded or executed on a computer, cause the flow or functions according to embodiments of the invention to occur, in whole or in part. The computer may be a general purpose computer, a special purpose computer, a network of computers, or other programmable device. The computer instructions may be stored in a computer readable storage medium or transmitted from one computer readable storage medium to another, for example, the computer instructions may be transmitted from one website site, computer, server, or data center to another website site, computer, server, or data center via wire (e.g., coaxial cable, fiber optic, Digital Subscriber Line (DSL), or wireless (e.g., infrared, wireless, microwave, etc.)). The computer-readable storage medium can be any available medium that can be accessed by a computer or a data storage device, such as a server, a data center, etc., that includes one or more of the available media. The usable medium may be a magnetic medium (e.g., floppy Disk, hard Disk, magnetic tape), an optical medium (e.g., DVD), or a semiconductor medium (e.g., Solid State Disk (SSD)), among others.

The above description is only for the purpose of illustrating the preferred embodiments of the present invention and is not to be construed as limiting the invention, and any modifications, equivalents and improvements made within the spirit and principle of the present invention are intended to be included within the scope of the present invention.

Claims

1. The college campus space cognition and activity interaction system is characterized by comprising the following components:

the data analysis module is used for analyzing reasons for the inconsistent spatial cognition and spatial activity intensity in the non-overlapping region; determining unreasonable arrangement of campus facilities and environment-friendly and fire-fighting public facilities;

2. The college campus space awareness and activity interaction system of claim 1, wherein said college campus space awareness and activity interaction system further comprises:

3. The college campus space awareness and activity interaction system of claim 1, wherein said college campus space awareness and activity interaction system further comprises:

4. A college campus spatial awareness and activity interaction method for implementing the college campus spatial awareness and activity interaction system of claim 1, wherein the college campus spatial awareness and activity interaction method comprises:

5. The method for college campus space cognition and activity interaction with an interactive system as claimed in claim 4, wherein said method for college campus space cognition and activity interaction further comprises:

(4) acquiring external reasons generated by the inconsistency difference between the spatial activity and the spatial cognitive region, comparing the spatial positions, road distribution, covered facility types, guideboards and facility board arrangement and the internal structure layout of different facilities of the overlapped region and the non-overlapped region, and analyzing the spatial layout and the internal function layout rationality of each facility in the campus by combining experience interviews after use of students;

(6) adopting ARCGIS software to draw a spatial cognitive strength and spatial activity strength graph of a thematic student, and dividing the two graphs into 3 levels according to strength values; comparing the distribution positions, the sizes and the function differences of the homogeneous space activities and the space cognitive strength of the students in the living areas with the distribution positions, the sizes and the functions of the areas of the homogeneous space activities and the inconsistent space cognitive strengths of the students in the literature students, the students in men and women, the students in non-students and the students in the non-students; the method comprises the following steps of (1) understanding the spatial activity difference and spatial cognitive ability difference of various students;

6. An information data processing terminal for realizing the interaction method of the spatial cognition and the activity of the college campus of the interaction system as claimed in any one of claims 4 to 5.