CN113268295A - Biological course teaching method based on virtual reality scene - Google Patents
Biological course teaching method based on virtual reality scene Download PDFInfo
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- CN113268295A CN113268295A CN202110505606.0A CN202110505606A CN113268295A CN 113268295 A CN113268295 A CN 113268295A CN 202110505606 A CN202110505606 A CN 202110505606A CN 113268295 A CN113268295 A CN 113268295A
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- G06—COMPUTING; CALCULATING OR COUNTING
- G06F—ELECTRIC DIGITAL DATA PROCESSING
- G06F9/00—Arrangements for program control, e.g. control units
- G06F9/06—Arrangements for program control, e.g. control units using stored programs, i.e. using an internal store of processing equipment to receive or retain programs
- G06F9/44—Arrangements for executing specific programs
- G06F9/451—Execution arrangements for user interfaces
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- G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
- G06Q50/00—Systems or methods specially adapted for specific business sectors, e.g. utilities or tourism
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- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B7/00—Electrically-operated teaching apparatus or devices working with questions and answers
- G09B7/02—Electrically-operated teaching apparatus or devices working with questions and answers of the type wherein the student is expected to construct an answer to the question which is presented or wherein the machine gives an answer to the question presented by a student
- G09B7/04—Electrically-operated teaching apparatus or devices working with questions and answers of the type wherein the student is expected to construct an answer to the question which is presented or wherein the machine gives an answer to the question presented by a student characterised by modifying the teaching programme in response to a wrong answer, e.g. repeating the question, supplying a further explanation
Abstract
The invention discloses a biological course teaching method based on a virtual reality scene, relates to the technical field of intelligent learning, and is used for solving the problems of strong on-line supervision artificial dependence, low intelligent degree and poor effect on three-dimensional real object teaching. The method comprises the following steps: providing biological course learning content under a virtual reality scene for each student end sitting in a virtual reality biological course classroom; providing online matching exercises for student terminals which finish biological course learning contents in a virtual reality scene, and acquiring answering conditions of the student terminals to the online matching exercises; detecting whether students at the student end are continuously online according to the answering condition of the students to the online matching exercises; and adjusting the display priority of the student side identification which is not continuously on line at the teacher side. The invention can automatically monitor whether students at the student end are continuously online or not, and display the identifiers of the students which are not continuously online at the teacher end according to the priority sequence.
Description
Technical Field
The invention relates to the technical field of intelligent learning, in particular to a biological course teaching method based on a virtual reality scene.
Background
In the current online teaching, students and teachers log in a server through own clients respectively, and the clients and the server are connected through a network to realize online teaching. Compared with an offline teaching mode, the remote online teaching mode has the advantages of being convenient and flexible to attend a class and saving time for students to come to and go from a school.
However, in the existing online teaching system, the student end can see the live teaching video of the teacher, but the teacher end cannot see or cannot see the student videos of a plurality of online student ends at the same time, so that the teacher cannot know whether the students at the student ends are online really, the teacher can only confirm whether the students at the remote student ends are online actually in an online roll call mode, online supervision of the students completely depends on manual confirmation of the teacher, and the intelligence degree of the teaching system is not high.
In addition, the teaching of biological course is different from courses such as chinese mathematics english, and biological course teaching need be explained through combining a large amount of three-dimensional material objects, just can reach fine teaching effect. However, since online teaching is based on electronic device display screen, the courseware content of teachers is mostly displayed on the basis of plane characters and graphics, which is not beneficial to the explanation of three-dimensional real objects. In order to solve the problem, some video clips with three-dimensional graphics are played by some biological teachers in online teaching, so that although visual effects can be provided for students, the videos which are not shot by the teachers are inconvenient to edit, the teachers can only use the form of voice-out to teach, and the teachers are not favorable for indicating the three-dimensional object parts needing to be explained in the teaching.
Therefore, the existing online biological course teaching system has the problems of strong online supervision and artificial dependence on students, low intelligent degree and poor effect on three-dimensional physical teaching.
Disclosure of Invention
The invention provides a biological course teaching method based on a virtual reality scene, which is used for solving the problems of strong on-line supervision artificial dependence on students, low intelligent degree and poor effect on three-dimensional real object teaching in the existing on-line biological course teaching system. The invention provides a biological course teaching method based on a virtual reality scene, which provides realistic biological teaching materials by constructing the virtual biological course teaching scene, can automatically monitor whether students at a student end are continuously online or not, and displays the students at the student end which are not continuously online on a teacher end according to the priority sequence.
The invention provides a biological course teaching method based on a virtual reality scene, which comprises the following steps:
providing biological course learning content under a virtual reality scene for each student end sitting in a virtual reality biological course classroom;
providing online matching exercises for student terminals which finish biological course learning contents in a virtual reality scene, and acquiring answering conditions of the student terminals to the online matching exercises;
detecting whether students at the student end are continuously online according to the answering condition of the students to the online matching exercises;
and adjusting the display priority of the student side identification which is not continuously on line at the teacher side.
In an optional embodiment, after the providing the online supporting problem to the student end having completed the biological course learning content in the virtual reality scene, the method further includes:
and calculating the difficulty coefficient of each online matching exercise according to the answering conditions of all the student ends to the online matching exercises so that the teacher end can intensively explain the exercises with high difficulty coefficients.
In an optional embodiment, the providing an online matching problem to a student end that has completed biological course learning content in a virtual reality scene and acquiring a response of the student end to the online matching problem includes:
for the kth student end, sequentially providing the kth student end with the kth online matching problem; g is 1,2, …, and G is the total number of the online matched exercises; k is 1,2, …, N is the total number of students sitting in the virtual reality biological class classroom;
timing the answering time of the kth student end to the g < th > online matching exercise until the kth student end answers the g < th > online matching exercise correctly, and obtaining the final answering time of the kth student end to the g < th > online matching exercise;
wherein, according to student's end to the condition of answering of online supporting exercise, detect student end student and whether last online, include:
and detecting whether the kth student end student is continuously online or not according to the final answer duration of the kth student end to the gth online matching exercise.
In an optional embodiment, the detecting whether the kth student end student continues to be online according to the final answer duration of the kth student end to the g-th online matching exercise includes:
judging whether the final answer time of the kth student end to the gth online matching exercise exceeds a first preset time;
if the final answer time of the kth student end to the gth online matching exercise exceeds a first preset time, calculating the continuously online identification value of the kth student end after answering the gth online matching exercise according to a first formula;
judging whether the identification value of the continuous online after the kth student end answers the kth online matching exercise is equal to a preset value or not;
if the identification value of the kth student end student who answers the kth online matching exercise is equal to a preset value, the kth student end student is judged not to be online continuously after answering the kth online matching exercise;
wherein the first formula is:
A(i，j)＝[i-i*δ(T％120)-1]*m+j-j*δ(T％120)
(i, j) is a seat number of the kth student end in a virtual reality biological class classroom, which indicates that the kth student end sits in the ith row and the jth column in the virtual reality biological class classroom, wherein i is 1,2,. and n; j is 1,2,. said, m; n is the number of rows of preset seats in the virtual reality biological course classroom, and m is the number of columns of the preset seats in the virtual reality biological course classroom; t is the final answering time length of the kth student end to the g < th > online matching exercise; δ () represents a unit impulse function, and the function value is 1 when the value in parentheses is equal to 0 and is 0 when the value in parentheses is not equal to 0; % represents the remainder symbol; and A (i, j) is an identification value of the continuous online after the kth student end student answers the kth online matching exercise.
In an optional embodiment, the preset value is 0.
In an optional embodiment, the timing the answer time of the kth student end to the g th online matching problem until the kth student end answers the g th online matching problem correctly to obtain the final answer duration of the kth student end to the g th online matching problem further includes:
calculating a warning information control value through a second formula according to the real-time answering duration of the kth student end to the gth online matching exercise;
controlling appointed warning equipment to send warning information in real time according to the warning information control value until the kth student end answers the correct g th online matching exercise;
wherein the second formula is:
σ＝u(65-t)*u(t-60)+u(t-120)
sigma is a warning information control value, when sigma is 1, the designated warning equipment is controlled to send the warning information, and when sigma is 0, the designated warning equipment is controlled not to send the warning information; u () is a step function, when the value in the parentheses is greater than or equal to 0, the function value outputs 1, and when the value in the parentheses is less than 0, the function value outputs 0; and t is the real-time answering duration of the kth student end to the g < th > online matching exercise.
In an optional embodiment, the timing the answer time of the kth student end to the g th online matching problem until the kth student end answers the g th online matching problem correctly to obtain the final answer duration of the kth student end to the g th online matching problem further includes:
recording the number of wrong answers of the kth student end to the g < th > online matching exercise;
calculating the difficulty coefficient of each online matching exercise according to the answering conditions of all the student ends to the online matching exercises, and the method comprises the following steps:
calculating the total number of times of answers of all student ends to the g-th online matching exercises;
calculating the difficulty coefficient of the g < th > online matching problem according to a third formula;
wherein the third formula is:
fgrepresenting the difficulty coefficient of g on-line supporting exercises, C(i，j)gExpressing the number of wrong answers of the student end with the seat number of (i, j) to the g < th > online matching exercise, KgRepresenting the total number of answers of all student ends to the g < th > online matching problem.
The biological course teaching method based on the virtual reality scene provided by the invention comprises the steps of firstly providing biological course learning contents in the virtual reality scene for students, continuously providing online matching exercises after the students finish learning, then acquiring the answering condition of the students to the online matching exercises, and detecting whether the students are continuously online and displaying the students to teachers according to the answering condition. The problem that the effect of three-dimensional real object teaching is poor in the prior art is solved, whether students at student ends last online can be automatically monitored, and the student end marks which do not last online are displayed at a teacher end according to priority sequencing, so that the intelligent online teaching system is improved, and the labor and time cost of online management of the teacher are reduced.
Additional features and advantages of the invention will be set forth in the description which follows, and in part will be obvious from the description, or may be learned by the practice of the invention. The objectives and other advantages of the invention will be realized and attained by the structure particularly pointed out in the written description and claims hereof as well as the appended drawings.
The technical solution of the present invention is further described in detail by the accompanying drawings and embodiments.
Drawings
In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the drawings used in the description of the embodiments or the prior art will be briefly described below, it is obvious that the drawings in the following description are only some embodiments of the present invention, and for those skilled in the art, other drawings can be obtained according to the drawings without creative efforts.
FIG. 1 is a flowchart of a first embodiment of a virtual reality scenario-based biological course teaching method according to the present invention;
FIG. 2 is a flowchart of a method for obtaining answers to students' exercises;
FIG. 3 is a flow chart of a method of providing alert information to a student;
FIG. 4 is a flowchart of a method for obtaining problem difficulty coefficients.
Detailed Description
The virtual reality scene can enable a human body to feel personally on the scene, and is far more persuasive than the existing abstract traditional teaching method, so the invention provides the biological course teaching method based on the virtual reality scene, the virtual reality technology is used for constructing the virtual biological course teaching scene, the course content is fused to provide the biological teaching material with realistic sense for the student, good interactive experience is provided for the student, question and answer interaction with the student is formed in the teaching process, the student can better digest classroom knowledge, a teacher plays a role of supervising and guiding to help the student to learn, and meanwhile, the teacher can give targeted explanation to the problem with high difficulty coefficient, thereby improving the teaching quality.
Embodiments of the present invention will be described in detail below with reference to the accompanying drawings.
It should be understood that the described embodiments are only some embodiments of the invention, and not all embodiments. All other embodiments, which can be derived by a person skilled in the art from the embodiments given herein without making any creative effort, shall fall within the protection scope of the present invention.
Fig. 1 is a flowchart of a first embodiment of a biological course teaching method based on a virtual reality scene according to the present invention. Referring to fig. 1, the method includes the following steps S101-S104:
s101: and biological course learning contents in a virtual reality scene are provided for each student end sitting in a virtual reality biological course classroom.
Before the method provided by the embodiment is implemented, a biological course classroom is established based on a virtual reality technology, a matrix-form student seat is preset in the classroom, after a student enters the biological course classroom based on the virtual reality technology through a client (for example, VR glasses) based on the virtual reality technology, the student can choose the seat without being occupied to sit down, and then biological course learning based on the virtual reality technology can be performed through the client. In the embodiment of the invention, the classroom and the seats are virtual, for example, the classroom is recorded as a two-dimensional matrix in the background of the teaching system, and the seat of each student is the position of the selected seat in the virtual classroom in the row and column of the two-dimensional matrix.
Firstly, a student opens a client to enter a virtual classroom, the system records the seat number as (i, j) after the student selects a seat, the corresponding relation between the seat number and the student end identification is established, then the names of the student are sequentially displayed on a teacher end interface according to the seat condition in a real classroom, and then the student begins to listen to the explanation of a knowledge point in the virtual classroom. Wherein, (i, j) indicates that the student sits in row i and column j in a virtual reality biological class classroom, and i is 1,2, …, n; j is 1,2, …, m; n is the number of rows of preset seats in the virtual reality biological course classroom, m is the number of columns of the preset seats in the virtual reality biological course classroom, the position of the student end in the virtual reality biological course classroom is uniquely identified by the seat number, only one student can be seated in the same seat, namely, the student end entering the classroom and the seat number are in one-to-one correspondence.
S102: providing an online matching exercise to a student end which finishes the biological course learning content in a virtual reality scene, and acquiring the answering condition of the student end to the online matching exercise.
In this embodiment, the virtual reality system adopts a form of combining basic knowledge and post-session practice, and the dynamic display biological model is first matched with knowledge explanation, so that the student end completes the biological course learning content in the preset virtual reality scene, and after the student end completes the biological course learning content in the virtual reality scene, the student end is provided with the preset supporting exercises to answer the student. Or, after the student end finishes listening to one knowledge point, a question corresponding to the knowledge point can be issued, the student starts to do the question, learns the knowledge point again if the student does not answer the knowledge point, and enters the next knowledge point to learn, and question-answer interaction with the student is formed in the teaching process, for example, online matching exercises are provided to answer the student, and the student can better digest classroom knowledge.
Preferably, when the on-line assorted exercises are provided for the student end, the student end can enter the next stage of learning after answering correctly, otherwise the student end can carry out basic knowledge learning again and cannot fast forward or skip. Specifically, as shown in fig. 2, the step S102 may include S201 to S202:
s201: for the kth student end, sequentially providing the kth student end with the kth online matching problem;
wherein G is 1,2, …, G and G is the total number of the online matched exercises; k is 1,2, …, N is the total number of students sitting in the virtual reality biological class classroom; for each student end, G takes a value from an initial value of 1 even if each student end answers in sequence according to the sequence of the 1 st to G th questions.
In the step, a matched exercise set related to the learning content of the biological course is preset, and then 1 exercise is selected for each student end from the exercise set and is displayed for the students to answer, so that the interactivity is increased.
S202: and timing the answering time of the kth student end to the gth online matching exercise until the kth student end answers the correct gth online matching exercise to obtain the final answering duration of the kth student end to the gth online matching exercise.
The student answering time can be used as an index value of the learning condition, the mastery degree of the student on the knowledge point can be objectively described, and the current state of the student can be reflected. Therefore, in this step, for each student end, after each online matching problem is provided, the answer time of the student end is timed until the student end answers the correct current online matching problem (the student end is proved to be online).
S103: and detecting whether the students at the student end are continuously online according to the answering conditions of the students to the online matching exercises.
Alternatively, whether the student of the student end is continuously on-line or not can be detected according to the answering time of the student end to each on-line matching exercise, for example, if the current student does not answer the current on-line matching exercise for a long time or the answering time exceeds a preset threshold value, the student end is off-line or the student leaves.
S104: and adjusting the display priority of the student side identification which is not continuously on line at the teacher side.
In this embodiment, after detecting that a student has dropped or left, all the student end identifiers detected to have dropped or left may be arranged in parallel at the first position of the teacher end, or after arranging the priority from long to short according to the duration that the student end does not continue online (the priority that does not continue online for a long duration is high), the student end identifier is displayed at the teacher end according to the priority, so that the teacher can know which students have dropped or left according to the condition of the displayed student identifier, thereby achieving the purpose of automatically monitoring whether students at the student end continue online, the student online detection has no manual dependency, and the intelligent degree of the online teaching system is improved.
In an optional embodiment, in step S103, it may be specifically detected whether the kth student end student continues to be online according to a final answer duration of the kth student end to the kth online matching exercise. The specific steps are shown in fig. 3, and include S301-S304:
s301: judging whether the final answer time length of the kth student end to the gth online matching exercise exceeds a first preset time length, if so, executing the step S302;
preferably, the first preset time duration is 120 seconds, and the final answer time duration of the kth student end to the gth online matching exercise exceeds 120 seconds, the student seat numbers need to be rearranged and uploaded to the teacher end to detect whether the student is off-line or away.
S302: calculating the continuously online identification value of the kth student end after answering the kth online matching exercise;
wherein, the identification value of the continuous online after the kth student end student answers the gth online matching problem can be calculated according to the following formula (1):
A(i，j)＝(i-i*δ(T％120)-1)*m+j-j*δ(T％120) (1)
wherein, (i, j) is a seat number of the kth student end in a virtual reality biological course classroom, which indicates that the kth student end sits in the ith row and the jth column in the virtual reality biological course classroom, and i is 1,2,. and n; j is 1,2,. said, m; t is the final answering time length of the kth student end to the g < th > online matching exercise; δ () represents a unit impulse function, and the function value is 1 when the value in parentheses is equal to 0 and is 0 when the value in parentheses is not equal to 0; % represents the remainder symbol; and A (i, j) is an identification value of the continuous online after the kth student end student answers the kth online matching exercise.
S303: and judging whether the identification value of the continuous online after the kth student end answers the kth online matching exercise is equal to a preset value, if so, executing the step S304.
Wherein the preset value is 0.
S304: and judging that the kth student end does not continuously go online after answering the kth online matching exercise.
In this embodiment, when the final answer time of the student end to each online matching exercise exceeds the first preset time, whether the student end student is continuously online is detected by calculating the identification value of the student end student continuously online after answering the current online matching exercise. The whole judgment process can be completed by the background calculation of the system, and does not depend on manual work, so that the intelligent degree of the teaching system is high.
In an optional embodiment, in the process of timing the answer time of the kth student end to the g < th > online matching exercise until the kth student end answers the correct g < th > online matching exercise, prompt can be timely given according to the answer condition of the student end, so that the learning efficiency of students is improved. Specifically, as shown in fig. 4, step S202 may further include S401-S402:
s401: and calculating a warning information control value according to the real-time answering duration of the kth student end to the gth online matching exercise.
In this embodiment, the warning information control value is calculated according to the real-time answering duration, and warning information is sent at a corresponding time to prompt students at the student end.
Preferably, the warning information control value may be calculated according to the following formula (2):
σ＝u(65-t)*u(t-60)+u(t-120) (2)
sigma is a warning information control value, when sigma is 1, the designated warning device is controlled to emit the warning information, for example, a red light is controlled to flash, and when sigma is 0, the designated warning device is controlled not to emit the warning information, for example, the red light is controlled not to flash; u () is a step function, when the value in the parentheses is greater than or equal to 0, the function value outputs 1, and when the value in the parentheses is less than 0, the function value outputs 0; t is the real-time answering time length of the kth student end to the g < th > online matching exercises, and each question is counted again when starting.
According to formula (2), can know that when the real-time answer duration of the kth student end pair the gth online supporting exercises exceeds 60 seconds, control appointed warning equipment sends warning information 5 seconds, for example, equipment bright red light twinkling 5 seconds is reminded, when the real-time answer duration of the kth student end pair the gth online supporting exercises exceeds 120 seconds and the question is not answered, then the system continuously controls appointed warning equipment sends warning information, for example, continuously lights the warning red light and continuously reminds, is convenient for let the student answer the question as soon as possible.
S402: and controlling appointed warning equipment to send warning information in real time according to the warning information control value until the kth student end answers the correct kth online matching exercise.
In this embodiment, when the student does not answer the time for a long time, corresponding warning is carried out, the student at the student end can know the answer condition or accelerate the answer speed, and the off-line student end or the long-time unlined student can also be prompted to improve the learning efficiency of the student end.
In an alternative embodiment, step S202 may further include the steps of: and recording the number of wrong answers of the kth student end to the g-th online matching exercise. Then, in S402, the total number of answers of all student terminals to the g-th online matching problem is calculated, and then the difficulty coefficient of the g-th online matching problem is calculated following the following formula (3):
in the formula (3), fgThe difficulty coefficient of g online matching exercises is represented, the larger the value is, the more difficult the corresponding exercises are represented, the more difficult the corresponding knowledge points are, C(i，j)gExpressing the number of wrong answers of the student end with the seat number of (i, j) to the g < th > online matching exercise, KgRepresenting the total number of answers of all student ends to the g < th > online matching problem.
In the embodiment, the difficulty coefficient of each online matching exercise can be automatically calculated by recording the number of times of wrong answers of each student end to each online matching exercise, so that the difficulty coefficient of each online matching exercise can be provided for a teacher, and the teacher can perform targeted and centralized explanation on problems and knowledge points with high difficulty coefficient in the subsequent teaching process, thereby improving the teaching quality.
According to the biological course teaching method based on the virtual reality scene, firstly, biological course learning contents in the virtual reality scene are provided for students, the problem that the effect of three-dimensional real object teaching in the prior art is poor can be solved, the students continue to provide online matching exercises after completing learning, then the answering conditions of the students to the online matching exercises are obtained, and then whether the students are continuously online or not is detected according to the answering conditions and displayed to teachers. The comprehension of students on knowledge can be deepened and the teaching quality can be improved through the audio-visual integrated teaching mode and interactive teaching; meanwhile, the study state of the students can be automatically judged according to the answering time of the students, if the students do not concentrate on the study and do not answer the questions for a long time, the students can be reminded to answer the questions as soon as possible through the warning information, and the dependence on manual supervision in the prior art is solved; in addition, the number of times of wrong answers and the information of the number of times of answers of students to the exercises are obtained through automatic statistics, then the difficulty coefficients of the exercises and the corresponding knowledge points are obtained according to the information, and the intelligent degree of the online teaching system can be improved.
As will be appreciated by one skilled in the art, embodiments of the present invention may be provided as a method, system, or computer program product. Accordingly, the present invention may take the form of an entirely hardware embodiment, an entirely software embodiment or an embodiment combining software and hardware aspects. Furthermore, the present invention may take the form of a computer program product embodied on one or more computer-usable storage media (including, but not limited to, disk storage, optical storage, and the like) having computer-usable program code embodied therein.
The present invention is described with reference to flowchart illustrations and/or block diagrams of methods, apparatus (systems), and computer program products according to embodiments of the invention. It will be understood that each flow and/or block of the flow diagrams and/or block diagrams, and combinations of flows and/or blocks in the flow diagrams and/or block diagrams, can be implemented by computer program instructions. These computer program instructions may be provided to a processor of a general purpose computer, special purpose computer, embedded processor, or other programmable data processing apparatus to produce a machine, such that the instructions, which execute via the processor of the computer or other programmable data processing apparatus, create means for implementing the functions specified in the flowchart flow or flows and/or block diagram block or blocks.
These computer program instructions may also be stored in a computer-readable memory that can direct a computer or other programmable data processing apparatus to function in a particular manner, such that the instructions stored in the computer-readable memory produce an article of manufacture including instruction means which implement the function specified in the flowchart flow or flows and/or block diagram block or blocks.
These computer program instructions may also be loaded onto a computer or other programmable data processing apparatus to cause a series of operational steps to be performed on the computer or other programmable apparatus to produce a computer implemented process such that the instructions which execute on the computer or other programmable apparatus provide steps for implementing the functions specified in the flowchart flow or flows and/or block diagram block or blocks.
It will be apparent to those skilled in the art that various changes and modifications may be made in the present invention without departing from the spirit and scope of the invention. Thus, if such modifications and variations of the present invention fall within the scope of the claims of the present invention and their equivalents, the present invention is also intended to include such modifications and variations.
Claims (7)
1. The biological course teaching method based on the virtual reality scene is characterized by comprising the following steps of:
providing biological course learning content under a virtual reality scene for each student end sitting in a virtual reality biological course classroom;
providing online matching exercises for student terminals which finish biological course learning contents in a virtual reality scene, and acquiring answering conditions of the student terminals to the online matching exercises;
detecting whether students at the student end are continuously online according to the answering condition of the students to the online matching exercises;
and adjusting the display priority of the student side identification which is not continuously on line at the teacher side.
2. The virtual reality scenario-based biological lesson teaching method of claim 1, further comprising, after said providing online companion problem to a student end that has completed biological lesson learning content in the virtual reality scenario:
and calculating the difficulty coefficient of each online matching exercise according to the answering conditions of all the student ends to the online matching exercises so that the teacher end can intensively explain the exercises with high difficulty coefficients.
3. The virtual reality scene-based biological course teaching method as claimed in claim 2, wherein the providing of the on-line supporting problem to the student end having completed the biological course learning content in the virtual reality scene and obtaining the response of the student end to the on-line supporting problem comprises:
for the kth student end, sequentially providing the kth student end with the kth online matching problem; g is 1,2, …, and G is the total number of the online matched exercises; k is 1,2, …, N is the total number of students sitting in the virtual reality biological class classroom;
timing the answering time of the kth student end to the g < th > online matching exercise until the kth student end answers the g < th > online matching exercise correctly, and obtaining the final answering time of the kth student end to the g < th > online matching exercise;
wherein, according to student's end to the condition of answering of online supporting exercise, detect student end student and whether last online, include:
and detecting whether the kth student end student is continuously online or not according to the final answer duration of the kth student end to the gth online matching exercise.
4. The virtual reality scene-based biological course teaching method as claimed in claim 3, wherein the step of detecting whether the kth student end student is continuously online according to the final answer duration of the kth student end to the gth online matching problem comprises:
judging whether the final answer time of the kth student end to the gth online matching exercise exceeds a first preset time;
if the final answer time of the kth student end to the gth online matching exercise exceeds a first preset time, calculating the continuously online identification value of the kth student end after answering the gth online matching exercise according to a first formula;
judging whether the identification value of the continuous online after the kth student end answers the kth online matching exercise is equal to a preset value or not;
if the identification value of the kth student end student who answers the kth online matching exercise is equal to a preset value, the kth student end student is judged not to be online continuously after answering the kth online matching exercise;
wherein the first formula is:
A(i,j)＝[i-i*δ(T％120)-1]*m+j-j*δ(T％120)
(i, j) is the seat number of the kth student end in the virtual reality biological class classroom, which indicates that the kth student end sits in the ith row and the jth column in the virtual reality biological class classroom, wherein i is 1,2, …, n; j is 1,2, …, m; n is the number of rows of preset seats in the virtual reality biological course classroom, and m is the number of columns of the preset seats in the virtual reality biological course classroom; t is the final answering time length of the kth student end to the g < th > online matching exercise; δ () represents a unit impulse function, and the function value is 1 when the value in parentheses is equal to 0 and is 0 when the value in parentheses is not equal to 0; % represents the remainder symbol; and A (i, j) is an identification value of the continuous online after the kth student end student answers the kth online matching exercise.
5. The virtual reality scene-based biological course teaching method of claim 4, wherein the preset value is 0.
6. The virtual reality scene-based biological course teaching method as claimed in claim 3, wherein the timing of the answer time of the kth student end to the g < th > online matching problem is performed until the kth student end answers the g < th > online matching problem correctly, so as to obtain the final answer time of the kth student end to the g < th > online matching problem, further comprising:
calculating a warning information control value through a second formula according to the real-time answering duration of the kth student end to the gth online matching exercise;
controlling appointed warning equipment to send warning information in real time according to the warning information control value until the kth student end answers the correct g th online matching exercise;
wherein the second formula is:
σ＝u(65-t)*u(t-60)+u(t-120)
sigma is a warning information control value, when sigma is 1, the designated warning equipment is controlled to send the warning information, and when sigma is 0, the designated warning equipment is controlled not to send the warning information; u () is a step function, when the value in the parentheses is greater than or equal to 0, the function value outputs 1, and when the value in the parentheses is less than 0, the function value outputs 0; and t is the real-time answering duration of the kth student end to the g < th > online matching exercise.
7. The virtual reality scene-based biological course teaching method as claimed in claim 4, wherein the timing of the answer time of the kth student end to the g < th > online matching problem is performed until the kth student end answers the g < th > online matching problem correctly, so as to obtain the final answer time of the kth student end to the g < th > online matching problem, further comprising:
recording the number of wrong answers of the kth student end to the g < th > online matching exercise;
calculating the difficulty coefficient of each online matching exercise according to the answering conditions of all the student ends to the online matching exercises, and the method comprises the following steps:
calculating the total number of times of answers of all student ends to the g-th online matching exercises;
calculating the difficulty coefficient of the g < th > online matching problem according to a third formula;
wherein the third formula is:
fgrepresenting the difficulty coefficient of g on-line supporting exercises, C(i,j)gExpressing the number of wrong answers of the student end with the seat number of (i, j) to the g < th > online matching exercise, KgRepresenting the total number of answers of all student ends to the g < th > online matching problem.
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