CN111476690A - Multi-mode home-school communication system and method - Google Patents
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Abstract
The invention relates to the technical field of education information management, in particular to a multi-mode family-school communication system, which comprises: the acquisition module is used for acquiring the learning information of each subject of the student; the statistical module is used for counting the learning time, the progress scores and the number of times of failing examinations of each subject of the student; the abnormality module is used for judging whether the learning conditions of all the disciplines of the student are abnormal or not; and the pushing module is used for pushing the reminding information to parents when the student situation table is abnormal. The invention has the advantages that: whether the performance of the student can be accurately defined is abnormal or not is judged through analyzing the learning time, the progress score and the failure times, so that parents are reminded of paying key attention to the situation in time, and the student is helped to adjust.
Description
Technical Field
The invention relates to the technical field of education information management, in particular to a multi-mode family-school communication system and method.
Background
Currently, parents are difficult to know real-time information of students in time due to busy work or other reasons. In view of the above, the document CN110189560A discloses a system for parents to monitor learning of students, where the teacher client is configured to arrange learning tasks, upload learning materials, and send the arranged learning tasks and the uploaded learning materials to the student client and the parent client through a server; the student client is used for receiving the learning tasks and the learning materials sent by the server and sending the learning completion condition to the parent client through the server; the parent client is used for receiving the learning tasks, the learning materials and the student learning completion conditions sent by the server and auditing the student learning completion conditions, and the teacher client is also used for receiving the student learning completion conditions which are sent by the server and are audited by the parent client. According to the invention, through information interaction of the student client, the teacher client and the parent client, parents can know the learning task arranged by the teacher, and the teacher can know the condition that the student completes the learning task at home, so that the student can be ensured to complete the learning task seriously.
However, except for ensuring that the parents can timely know the learning condition of the student, the prior art is difficult to timely remind the parents of focusing attention on the condition when the student is abnormally represented, so as to help the student to adjust.
Disclosure of Invention
The invention provides a multi-mode home-school communication system and method, which solve the technical problem that parents are difficult to be reminded of paying key attention to the situation in time when students are abnormally represented in the prior art.
The basic scheme provided by the invention is as follows: a multi-mode home-school communication system, comprising:
the acquisition module is used for acquiring the learning information of each subject of the student and sending the learning information;
the statistical module is used for receiving the learning information and carrying out statistics on the learning time, the progress score and the number of times of failing examinations of each subject of the student according to the learning information;
the abnormality module is used for judging whether the learning conditions of the students in all the subjects are abnormal: first, the learning time is compared with the magnitude of the time threshold:
if the learning time is less than the time threshold, then the number of failed times is compared with the number threshold: if the number of times of failing is smaller than the number threshold, judging that the learning condition is normal; if the number of times of failing is larger than or equal to the number threshold, judging that the learning condition is abnormal;
if the learning time is greater than, or equal to, the time threshold, then the magnitude of the progress score is compared to the score threshold: if the progress score is larger than or equal to the score threshold value, judging that the learning condition is normal; if the progress score is smaller than the score threshold value, judging that the learning condition is abnormal;
finally, sending a judgment result;
and the pushing module is used for receiving the judgment result and pushing the reminding information to the parents when the learning condition is abnormal.
The working principle of the invention is as follows: when the learning time is less than the time threshold: the number of times of failing is larger than or equal to the threshold value of times, which indicates that the learning time of students is not enough and the learning effect is not good; on the contrary, the number of times of failing is smaller than the number threshold, which indicates that although the learning time of the student is not enough, the student may have strong comprehension ability and high learning efficiency. When the learning time is greater than or equal to the time threshold: the progress score is greater than or equal to the score threshold, which indicates that the progress of the student is obvious; conversely, a progression score less than the score threshold indicates that there may be some slack in the student.
The invention has the advantages that: whether the performance of the student can be accurately defined is abnormal or not is judged through analyzing the learning time, the progress score and the failure times, so that parents are reminded of paying key attention to the situation in time, and the student is helped to adjust.
The invention can ensure that parents can know the learning condition of students in time and remind the parents to pay key attention to the condition when the students are abnormally represented.
Further, the collection module is also used for collecting subject teacher information of each subject.
Has the advantages that: after the parents receive the reminding information, the parents can practice with teachers of corresponding subjects in time, and therefore learning conditions of students can be known in detail.
Furthermore, the statistics module is also used for counting the progress ranks of the students in each subject.
Has the advantages that: through the advanced ranking of each subject, the transverse comparison can be carried out on all students; especially, the study condition of students can be reflected under the condition that examination questions are difficult and easy.
Further, time thresholds, times thresholds and score thresholds of the disciplines are all set in advance manually.
Has the advantages that: due to the characteristics of different disciplines, the arrangement and the total score of the teaching class are different, so that the study condition of students can be determined to be abnormal or not by considering the disciplines respectively.
Further, the pushing module pushes reminding information according to the number of subjects with abnormal learning conditions:
when the number of subjects with abnormal learning conditions is larger than a first threshold value, special attention is reminded;
when the number of subjects with abnormal learning conditions is smaller than or equal to a first threshold value and larger than a second threshold value, general attention is reminded;
when the number of subjects with abnormal learning conditions is less than or equal to a second threshold value, the user is reminded to pay attention.
Has the advantages that: the number of subjects with abnormal learning conditions reflects the overall learning conditions, so that parents can be reminded to pay attention in such a way.
The invention also discloses a multi-mode home-school communication method, which comprises the following steps:
s1, collecting learning information of each subject of the student and sending the learning information;
s2, receiving learning information, and counting the learning time, progress scores and examination failing times of each subject of the student according to the learning information;
s3, judging whether the learning condition of each subject of the student is abnormal:
first, the learning time is compared with the magnitude of the time threshold:
if the learning time is less than the time threshold, then the number of failed times is compared with the number threshold: if the number of times of failing is smaller than the number threshold, judging that the learning condition is normal; if the number of times of failing is larger than or equal to the number threshold, judging that the learning condition is abnormal;
if the learning time is greater than, or equal to, the time threshold, then the magnitude of the progress score is compared to the score threshold: if the progress score is larger than or equal to the score threshold value, judging that the learning condition is normal; if the progress score is smaller than the score threshold value, judging that the learning condition is abnormal;
finally, sending a judgment result;
and S4, receiving the judgment result, and pushing reminding information to parents when the learning condition is abnormal.
The working principle of the invention is as follows: when the learning time is less than the time threshold: the number of times of failing is larger than or equal to the threshold value of times, which indicates that the learning time of students is not enough and the learning effect is not good; on the contrary, the number of times of failing is smaller than the number threshold, which indicates that although the learning time of the student is not enough, the student may have strong comprehension ability and high learning efficiency. When the learning time is greater than or equal to the time threshold: the progress score is greater than or equal to the score threshold, which indicates that the progress of the student is obvious; conversely, a progression score less than the score threshold indicates that there may be some slack in the student.
The invention has the advantages that: whether the performance of the student can be accurately defined is abnormal or not is judged through analyzing the learning time, the progress score and the failure times, so that parents are reminded of paying key attention to the situation in time, and the student is helped to adjust.
The invention can ensure that parents can know the learning condition of students in time and remind the parents to pay key attention to the condition when the students are abnormally represented.
Further, step S1 also collects subject teacher information of each subject.
Has the advantages that: after the parents receive the reminding information, the parents can practice with teachers of corresponding subjects in time, and therefore learning conditions of students can be known in detail.
Further, step S2 also counts the progress ranks of the students' subjects.
Has the advantages that: through the advanced ranking of each subject, the transverse comparison can be carried out on all students; especially, the study condition of students can be reflected under the condition that examination questions are difficult and easy.
Further, time thresholds, times thresholds and score thresholds of the disciplines are all set in advance manually.
Has the advantages that: due to the characteristics of different disciplines, the arrangement and the total score of the teaching class are different, so that the study condition of students can be determined to be abnormal or not by considering the disciplines respectively.
Further, step S4 pushes the reminding information according to the number of subjects with abnormal learning condition:
when the number of subjects with abnormal learning conditions is larger than a first threshold value, special attention is reminded;
when the number of subjects with abnormal learning conditions is smaller than or equal to a first threshold value and larger than a second threshold value, general attention is reminded;
when the number of subjects with abnormal learning conditions is less than or equal to a second threshold value, the user is reminded to pay attention.
Has the advantages that: the number of subjects with abnormal learning conditions reflects the overall learning conditions, so that parents can be reminded to pay attention in such a way.
Drawings
Fig. 1 is a block diagram of a system structure of a multi-mode home-school communication system 1 according to an embodiment of the present invention.
Detailed Description
The following is further detailed by the specific embodiments:
example 1
An embodiment 1 of a multi-mode home-to-school communication system according to the present invention is substantially as shown in fig. 1, and includes:
the acquisition module is used for acquiring the learning information of each subject of the student and sending the learning information;
the statistical module is used for receiving the learning information and carrying out statistics on the learning time, the progress score and the number of times of failing examinations of each subject of the student according to the learning information;
the abnormality module is used for judging whether the learning conditions of the students in all the subjects are abnormal: first, the learning time is compared with the magnitude of the time threshold:
if the learning time is less than the time threshold, then the number of failed times is compared with the number threshold: if the number of times of failing is smaller than the number threshold, judging that the learning condition is normal; if the number of times of failing is larger than or equal to the number threshold, judging that the learning condition is abnormal;
if the learning time is greater than, or equal to, the time threshold, then the magnitude of the progress score is compared to the score threshold: if the progress score is larger than or equal to the score threshold value, judging that the learning condition is normal; if the progress score is smaller than the score threshold value, judging that the learning condition is abnormal;
finally, sending a judgment result;
and the pushing module is used for receiving the judgment result and pushing the reminding information to the parents when the learning condition is abnormal.
And S1, the acquisition module acquires the learning information of each subject of the student and sends the learning information to the statistics module after the acquisition is finished.
In this embodiment, each subject includes Chinese, mathematics, english, physics, chemistry and biology, the acquired learning information includes the number of classes, score, class name and contact of teachers in any class, the total score of each subject is 100, the total number of classes is 50, and each class is 1 hour.
For example, the learning information of a certain student Zhang III is as follows:
"Chinese, lesson number, 52 sections, score, 55 points, ranking, 40 th name, any lesson teacher, Liu Yi, 130 ×;
mathematics includes lesson number of 60 sections, score of 88 sections, ranking of 12 th name, any lesson teacher of Zhang Yi 131 ×;
english, lesson number, 55 knots, score, 65 points, ranking, 35 th name, any lesson teacher, Wangzhi, 132 ×;
physics, lesson number, section 62, score, 82, ranking, 8 th name, lesson-free teacher, grand you, 133 ×;
chemistry, lesson number, 50 knots, score, 75 points, ranking, 22 nd name, any lesson teacher, Wu Chi, 134 ×;
biology, lesson number, 65 knots, score, 90 points, ranking, 5 th name, any lesson teacher, Yangzhi, 135 ×'
And after the information is collected, the information is sent to a statistical module.
And S2, the statistical module receives the learning information and counts the learning time, progress score and examination failing times of each subject of the student according to the learning information.
The statistical module receives the information, and then calculates the learning time, progress score and examination failing times of each student subject, for example, the statistical module calculates the english subject, wherein the learning time is 55 × 1-55, if the last examination score is 63, the progress score is 65-63-2, and the failing time is 0.
S3, an abnormal module for judging whether the learning condition of each subject of the student is abnormal: first, the learning time is compared with the magnitude of the time threshold: if the learning time is less than the time threshold, then the number of failed times is compared with the number threshold: if the number of times of failing is smaller than the number threshold, judging that the learning condition is normal; if the number of times of failing is larger than or equal to the number threshold, judging that the learning condition is abnormal; if the learning time is greater than, or equal to, the time threshold, then the magnitude of the progress score is compared to the score threshold: if the progress score is larger than or equal to the score threshold value, judging that the learning condition is normal; and if the progress score is smaller than the score threshold value, judging that the learning condition is abnormal.
In this embodiment, the time threshold is set to 60 hours, the number threshold is set to 3 times, and the score threshold is set to 5 scores. Specifically, in the first step, the learning time is compared with the time threshold. If the learning time is less than the time threshold, for example, the learning time of the language is 52 hours, and the learning time of the english is 55 hours, both of which are less than the time threshold of 60 hours. In the second step, the number of times of failing is compared with the threshold value of times. For example, the number of times of failing in a Chinese language is 4, which is greater than the number threshold value of 3 times; the number of times of failing to reach English is 1 time, and is less than the threshold value of times of 3 times. Therefore, the learning condition of english is determined to be normal, and the learning condition of chinese is determined to be abnormal. On the contrary, if the learning time is greater than or equal to the time threshold, for example, the learning time of the living being is 65 hours and is greater than the time threshold by 60 hours; the mathematical learning time is 60 hours, which is equal to the time threshold of 60 hours. In the second step, rather than comparing the number of failures to the number threshold, the progress score is compared to the score threshold. For example, the biological previous examination is 83 points, the progress score is 90-83-7 points, and is greater than the score threshold value of 5 points; the last mathematic test is 86 points, the progress point is 88-86 points which are 2 points, and the progress point is less than the point threshold value which is 5 points. Therefore, the learning condition of the living body is determined to be normal, and the learning condition of the mathematics is determined to be abnormal.
And finally, sending the abnormal results of the two departments of the Chinese language and the mathematics to a push module.
And S4, the pushing module pushes reminding information to parents when the learning condition is abnormal.
In the embodiment, the first threshold value is set to be 3, the second threshold value is set to be 2, Zhang III, the number of subjects with abnormal learning conditions is 2, therefore, the reminding information of 'attention to' is pushed to parents, and after the manager receives the reminding information of 'attention to', the manager can dial a mobile phone number 130 × of a certain Chinese lessee teacher and a mobile phone number 131 × of a certain student lessee to know the detailed learning condition of the student.
Example 2
In this embodiment, teachers of each subject are arranged with a pre-study task and each student is distributed with an electronic version of the study material, in the format of. The learning material has 40 pages of contents, each 8 pages are a learning unit according to the sequence, the last page of each learning unit is a test subject, and the other pages are self-learning materials. The learning data in doc format is learned on the computer, and the camera is turned on simultaneously, so that teachers can check the learning state of each student in real time.
The time axis of student learning is regarded as a straight line, and the time axis of student learning is named as point A when page 1 starts to learn, point B when page 9 starts to learn, point C when page 17 starts to learn, point D when page 25 starts to learn, point E when page 33 starts to learn, and point F when page 40 starts to learn. When the student starts to learn, namely point a, the time is started. It can be seen that the learning process of each student can be divided into five time periods of AB, BC, CD, DE and EF.
Zhang III learns the contents of pages 1 to 8 from 14:00 to 16:00, i.e., it takes 2 hours to learn and complete the test questions. Wherein the camera does not shoot Zhang III in the period of 14:30-15:00, and Zhang III may do other things in the period, so the actual learning time of Zhang III is only 90 minutes. Li IV learns the contents of pages 1 to 8 from 15:00 to 15:40, i.e., it takes 40 minutes to learn and complete the test subject. If the accuracy of the test questions of Zhang III is 80% and the accuracy of the test questions of Li IV is 80%, the actual learning time of Zhang III is 90 minutes and the actual learning time of Li IV is 40 minutes, but the learning effect of Zhang III and Li IV is the same from the learning result. Therefore, it can be considered that the actual learning time of zhang-three (90 minutes) and the actual learning time of lie-four (40 minutes) are equivalent, that is, the "equivalent learning time" of zhang-three is 40 minutes. It can be seen that in the section AB, the contents of pages 1 to 8 are also learned, the same learning effect is achieved, Zhang three uses for 90 minutes, while Liqu only uses 40 minutes, and it is obvious that the learning efficiency of Liqu is higher than that of Zhang three, and the learning efficiency of Liqu is 2.25 times that of Zhang three in time (90/40). Similarly, the "equivalent learning time" of Zhang three and Li four in the BC, CD, DE and EF sections can also be determined.
In this embodiment, the shift has 50 students, and the "equivalent learning time" of these students in each learning unit can be determined in a similar manner as described above. The students are then ranked from high to low, or from low to high, by "equivalent learning time". For example, the "equivalent learning times" of a, b, c, and d are 30 minutes, 20 minutes, 50 minutes, and 40 minutes, respectively, and if the "equivalent learning times" are arranged from high to low, the values are: c, D, A and B, if the equivalent learning time is arranged from low to high, the method is as follows: b, A, D and C.
If one of the learning units is arranged according to the sequence of the equivalent learning time from low to high, the learning units are B, A, D and C, wherein the equivalent learning time of B and D is known to be 25 minutes and 35 minutes respectively, but the equivalent learning time of A is unknown, the equivalent learning time of A can be estimated because A is positioned between B and D, for example, the equivalent learning time of A is estimated by arithmetic mean, the equivalent learning time of A is (25+ 35)/2-30 minutes, or the equivalent learning time of A is estimated by geometric mean, the equivalent learning time of A is (25 × 35)1/229.5 min. It can be seen that, at some time, even if the "equivalent learning time" of a certain student is not known, the method can be used for rough estimation.
The foregoing is merely an example of the present invention, and common general knowledge in the field of known specific structures and characteristics is not described herein in any greater extent than that known in the art at the filing date or prior to the priority date of the application, so that those skilled in the art can now appreciate that all of the above-described techniques in this field and have the ability to apply routine experimentation before this date can be combined with one or more of the present teachings to complete and implement the present invention, and that certain typical known structures or known methods do not pose any impediments to the implementation of the present invention by those skilled in the art. 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.
Claims (10)
1. A multi-mode home-school communication system is characterized in that:
the method comprises the following steps:
the acquisition module is used for acquiring the learning information of each subject of the student and sending the learning information;
the statistical module is used for receiving the learning information and carrying out statistics on the learning time, the progress score and the number of times of failing examinations of each subject of the student according to the learning information;
the abnormality module is used for judging whether the learning conditions of the students in all the subjects are abnormal: first, the learning time is compared with the magnitude of the time threshold:
if the learning time is less than the time threshold, then the number of failed times is compared with the number threshold: if the number of times of failing is smaller than the number threshold, judging that the learning condition is normal; if the number of times of failing is larger than or equal to the number threshold, judging that the learning condition is abnormal;
if the learning time is greater than, or equal to, the time threshold, then the magnitude of the progress score is compared to the score threshold: if the progress score is larger than or equal to the score threshold value, judging that the learning condition is normal; if the progress score is smaller than the score threshold value, judging that the learning condition is abnormal;
finally, sending a judgment result;
and the pushing module is used for receiving the judgment result and pushing the reminding information to the parents when the learning condition is abnormal.
2. The multi-mode home-school communication system according to claim 1, wherein: the acquisition module is also used for acquiring the subject teacher information of each subject.
3. The multi-mode home-school communication system according to claim 1, wherein: and the statistic module is also used for counting the progress ranks of each subject of the student.
4. The multi-mode home-school communication system according to claim 1, wherein: the time threshold, the frequency threshold and the score threshold of each subject are all set in advance manually.
5. The multi-mode home-school communication system according to claim 1, wherein: the pushing module pushes reminding information according to the number of subjects with abnormal learning conditions:
when the number of subjects with abnormal learning conditions is larger than a first threshold value, special attention is reminded;
when the number of subjects with abnormal learning conditions is smaller than or equal to a first threshold value and larger than a second threshold value, general attention is reminded;
when the number of subjects with abnormal learning conditions is less than or equal to a second threshold value, the user is reminded to pay attention.
6. A multi-mode home-school communication method is characterized by comprising the following steps:
the method comprises the following steps:
s1, collecting learning information of each subject of the student and sending the learning information;
s2, receiving learning information, and counting the learning time, progress scores and examination failing times of each subject of the student according to the learning information;
s3, judging whether the learning condition of each subject of the student is abnormal:
first, the learning time is compared with the magnitude of the time threshold:
if the learning time is less than the time threshold, then the number of failed times is compared with the number threshold: if the number of times of failing is smaller than the number threshold, judging that the learning condition is normal; if the number of times of failing is larger than or equal to the number threshold, judging that the learning condition is abnormal;
if the learning time is greater than, or equal to, the time threshold, then the magnitude of the progress score is compared to the score threshold: if the progress score is larger than or equal to the score threshold value, judging that the learning condition is normal; if the progress score is smaller than the score threshold value, judging that the learning condition is abnormal;
finally, sending a judgment result;
and S4, receiving the judgment result, and pushing reminding information to parents when the learning condition is abnormal.
7. The multi-mode home-school communication method according to claim 6, wherein: step S1 also collects subject teacher information for each subject.
8. The multi-mode home-school communication method according to claim 6, wherein: step S2 also counts the number of advancement of each subject of the student.
9. The multi-mode home-school communication method according to claim 6, wherein: the time threshold, the frequency threshold and the score threshold of each subject are all set in advance manually.
10. The multi-mode home-school communication method according to claim 6, wherein: step S4, according to the number of subjects with abnormal learning conditions, pushing reminding information:
when the number of subjects with abnormal learning conditions is larger than a first threshold value, special attention is reminded;
when the number of subjects with abnormal learning conditions is smaller than or equal to a first threshold value and larger than a second threshold value, general attention is reminded;
when the number of subjects with abnormal learning conditions is less than or equal to a second threshold value, the user is reminded to pay attention.
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