CN114549245A - Classroom information management method and system based on grouping teaching - Google Patents
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Abstract
The invention relates to a classroom information management method and a system based on grouping teaching, wherein the method comprises the following steps: constructing a plurality of teaching templates based on different education theories, wherein the teaching templates comprise an interactive mode of teachers and students and a classroom information acquisition and processing method; acquiring student information and teaching information participating in group teaching, and determining group division participating in the group teaching and one or more teaching templates of each group according to the student information and the teaching information and the input of a teacher; the student information comprises subject scores, interest fields and organizational ability level scores, and the teaching information comprises teaching targets and course resources; and determining the acquisition and processing mode of the classroom information of each group and each student in the group based on the teaching template. The invention combines the construction of different teaching templates through different education theories and the grouping division, the teaching information integration and the information acquisition based on an artificial intelligence method, thereby improving the accuracy, comprehensiveness and flexibility of classroom information.
Description
Technical Field
The invention belongs to the technical field of education information, and particularly relates to a classroom information management method and system based on group teaching.
Background
Since class teaching systems are created by exaggerating U.S. and U.S., along with the continuous understanding of people on education problems, the teaching ideas and technical means in different stages allow people to have different understandings on classroom teaching. In total, the following three types can be summarized: 1. based on cognitive psychology and construction of an idea learning theory, classroom teaching is a process of concept formation and problem solution; 2. based on the information theory, classroom teaching is an information transfer process, namely, the process that teaching information is transmitted from an information source (teacher) to an information sink (student) through a certain channel; 3. based on the theory of control, classroom teaching is the process in which learners absorb information and output information, and guide correctness through feedback and evaluation.
The traditional classroom information comprises teaching notes prepared by teachers in a classroom and information interaction between the teachers and students in the teaching process, and the teaching notes, blackboard writing and the like can be obtained in advance in an electronic mode; interaction between teachers and students in class, such as classroom information in the form of conversation, question answering and the like, is often instantaneity, short in time and difficult to collect.
With the progress of the times, the progress of high-definition audio-video and video frequency acquisition technologies and the development of artificial intelligence technologies such as visual recognition, voice recognition, natural language and the like, the acquisition and processing of classroom information become more accurate, automatic and intelligent. The emotion information and the voice information of all students can be acquired in real time through an artificial intelligence technology, and the information is convenient for teachers to review teaching conditions and has important significance in improving teaching means or methods.
And (3) grouping teaching, wherein virtual and real situations are integrated into learning, and learners take information technology as a powerful cognitive tool under the help and guidance of teachers, develop cooperative learning and can efficiently finish evaluation. Many experts and scholars find that teaching is developed based on an information-based environment, the interest of students in autonomous exploration learning and cooperative learning can be better excited, and the creativity and the satisfaction degree of the students on learning can be improved.
Disclosure of Invention
In order to solve the problems of difficult grouping of teaching, improvement of matching degree of students and reduction of burden of complex information acquisition and processing of grouping teaching, the invention provides a classroom information management method based on grouping teaching in a first aspect, which comprises the following steps: constructing a plurality of teaching templates based on different education theories, wherein the teaching templates comprise an interactive mode of teachers and students and a classroom information acquisition and processing method; acquiring student information and teaching information participating in group teaching, and determining group division participating in the group teaching and one or more teaching templates of each group according to the student information and the teaching information and the input of a teacher; the student information comprises subject scores, interest fields and organizational ability level scores, and the teaching information comprises teaching targets and course resources; and determining the acquisition and processing mode of the classroom information of each group and each student in the group based on the teaching template of each group.
In some embodiments of the present invention, the obtaining student information and teaching information participating in group teaching and determining the division of groups participating in group teaching and the one or more teaching templates for each group according to the student information and the teacher's input comprises: determining the interaction mode of teachers and students based on the teaching template and the teaching target, and determining the member type and number division in each group according to the interaction mode; students assigned to each group are randomly assigned or directionally assigned to match member type and number divisions within each group based on a stable matching algorithm and student information.
Further, the randomly assigning or directionally assigning students to each group to match member type and number divisions within each group based on a stable matching algorithm and student information comprises: determining the clustering number of the student information according to the member types in each group, and clustering the student information according to the clustering number; based on a stable matching algorithm, participating students are randomly or directionally assigned from each cluster to match the member type and number divisions within each group.
In some embodiments of the present invention, the determining, based on the teaching template of each group, a collection processing manner of classroom information of each group and each student in the group includes: determining different time nodes of each group in the classroom process and one or more acquisition targets in each time node based on the teaching template of each group; determining the frequency and duration of each collected target according to the teaching theory of each grouped teaching template; and acquiring the classroom information of each acquisition target based on the frequency and the time of each acquisition target.
Furthermore, the classroom information comprises first classroom information and second classroom information, wherein the first classroom information comprises frequency of speaking, semantic content, audio and video information and facial emotion of students or teachers in the grouping teaching process; the second classroom information comprises behavior information, a response curve, an SP table and an information entropy of teachers or students which are processed by the first classroom information according to the VICS.
In the above embodiment, the plurality of teaching templates includes: the first teaching template is used for determining one-to-many guiding and guided relations among students according to cognitive psychology and construction-oriented learning; the second teaching template is used for determining an equal one-to-one interactive relation among students according to an information theory; and the third teaching template is used for determining the relationship between a teacher and a student between a controller and a feedback person according to the theory of control.
In a second aspect of the present invention, a classroom information management system based on packet teaching is provided, which includes: the system comprises a construction module, a database module and a database module, wherein the construction module is used for constructing a plurality of teaching templates based on different education theories, and the teaching templates comprise teacher and student interaction modes and classroom information acquisition and processing methods; the first determining module is used for acquiring student information and teaching information participating in group teaching, and determining group division participating in the group teaching and one or more teaching templates of each group according to the student information and the teaching information and input of a teacher; the student information comprises subject scores, interest fields and organizational ability level scores, and the teaching information comprises teaching targets and course resources; and the second determining module is used for determining the acquisition and processing mode of the classroom information of each group and each student in the group based on the teaching template of each group.
Further, the first determining module comprises: the determining unit is used for determining the interaction mode of the teacher and the students based on the teaching template and the teaching target and determining the member type and the number division in each group according to the interaction mode; and the distribution unit is used for randomly distributing or directionally distributing the students in each group to match the member type and the number division in each group based on the stable matching algorithm and the student information.
In a third aspect of the present invention, there is provided an electronic device comprising: one or more processors; a storage device, configured to store one or more programs, when the one or more programs are executed by the one or more processors, so that the one or more processors implement the method for managing classroom information based on packet teaching provided by the present invention in the first aspect.
In a fourth aspect of the present invention, a computer-readable medium is provided, on which a computer program is stored, wherein the computer program, when executed by a processor, implements the group education-based classroom information management method provided in the first aspect of the present invention.
The invention has the beneficial effects that:
1. the method combines different teaching templates constructed by different education theories, meets the grouping requirements of teachers according to the practical conditions of students and different grouping modes, and thus improves the grouping flexibility;
2. through artificial intelligence classification and matching algorithm, different and reliable grouping and dividing schemes are provided for classrooms;
3. the deep learning model is utilized to integrate evaluation systems of different education theories, so that the value of classroom information in group teaching is improved, and a direction is provided for more comprehensively evaluating teaching activities.
Drawings
Fig. 1 is a basic flow diagram of a classroom information management method based on group education in some embodiments of the present invention;
FIG. 2 is a schematic diagram of different teaching template-based grouping in some embodiments of the present invention;
FIG. 3 is a content partitioning of a VICS in some embodiments of the invention;
fig. 4 is a schematic structural diagram of a classroom information management method based on group teaching in some embodiments of the present invention;
fig. 5 is a schematic structural diagram of an electronic device in some embodiments of the invention.
Detailed Description
The principles and features of this invention are described below in conjunction with the following drawings, which are set forth by way of illustration only and are not intended to limit the scope of the invention.
Referring to fig. 1 and 2, in a first aspect of the present invention, there is provided a classroom information management method based on packet teaching, including: s100, constructing a plurality of teaching templates based on different education theories, wherein the teaching templates comprise an interaction mode of teachers and students and a classroom information acquisition and processing method; s100, obtaining student information and teaching information participating in group teaching, and determining group division participating in the group teaching and one or more teaching templates of each group according to the student information and the teaching information and input of a teacher; the student information comprises subject scores, interest fields and organizational ability level scores, and the teaching information comprises teaching targets and course resources; s300, determining the acquisition and processing mode of the classroom information of each group and each student in the group based on the teaching template of each group.
Illustratively, the student information includes subject scores (individual subject scores, total score of last year), areas of interest, and organizational ability level scores, wherein the organizational ability level scores are comprehensively weighted by the number of organized activities, ease of use, and number of activities.
In step S200 of some embodiments of the present invention, the acquiring student information and teaching information participating in group teaching and determining a division of groups participating in group teaching and one or more teaching templates per group according to the input of the student information and the teaching information and the teacher includes: s201, determining an interaction mode of a teacher and students based on a teaching template and a teaching target, and determining the member type and number division in each group according to the interaction mode; s202, based on the stable matching algorithm and the student information, students in each group are randomly distributed or directionally distributed to match member type and number division in each group.
It is understood that the interaction mode includes an interaction mode between the teacher and the student and an interaction mode between the students; specifically, the group teaching mode includes discussion mode, scene simulation mode, cooperative and mutual aid mode, and role playing mode, wherein:
discussion type is that a certain theme or a certain teaching target carries out divergent imagination and thinking. Thus, the members of each team are in peer-to-peer relationship, each group is within the range of 5-10 persons, and what the teacher gives to the students for discussion should be a question or issue that is unambiguous and can motivate the students to turn their brains on; the discussion among the members is the information transfer process; the topic or teaching objective is further determined based on a disciplinary knowledge graph.
Scenario simulation, which includes components of the "discussion" activity, but is more complete, involves solving a problem, each step of the overall process of creating a work, and requires sufficient judgment, experience, knowledge, and skill of the student. Therefore, the ability requirements of the members are not equal, so that the members need to be grouped according to student information such as subject level, interest field and organizational ability of the students. Determined from knowledge-graphs associated with one or more disciplines involved in the scenario.
In peer-to-peer group teaching activities, the teacher provides a very small, very specific theme at a time for students to explain, demonstrate or explain each other. Students can answer a question or ask questions in turn by two persons in a pair, which is helpful for students to master concepts and formulas. It is helpful to correct the mistakes they often make. The number of people participating in the group teaching activities in the companion mutual aid manner is preferably 3 to 4. The teacher needs to select an organizer with leadership for each group, and the organizer is good at proposing appropriate questions and encouraging people to answer, and is good at analyzing and identifying the view of classmates and feeding back in time; therefore, the grouping method belongs to the control and feedback process in the control theory, and the selection of the group members is mainly to select the students with proper organizational ability as the controllers to guide the group to help each other.
As for the situation teaching mode, the role-playing type grouping teaching can be widely applied to language teaching and teaching of other various social disciplines. Participants must think in a specific social role in the process of playing roles; playing different roles, different sides of the learned knowledge are felt. This not only helps students to understand and grasp knowledge comprehensively, but also helps them to observe society and experience life in a more realistic and realistic angle. The grouping mode is based on cognitive psychology and construction-oriented learning theory, and has higher comprehensive capability requirements on members in each group. Therefore, in this teaching method, a plurality of students whose discipline abilities, organizational abilities, and coordination abilities are matched with each other need to be selected.
To solve the above problem of different groups in each teaching mode, further, in step S202, randomly assigning or directionally assigning students in each group to match member type and number divisions in each group based on the stable matching algorithm and student information includes: s2021, determining the clustering number of the student information according to the member types in each group, and clustering the student information according to the clustering number; s2022, based on a stable matching algorithm, randomly distributing or directionally distributing the participating students from each cluster to match member type and number division in each group. Optionally, the stable matching algorithm employs a one-to-one, one-to-many, or many-to-many non-strictly preferred matching algorithm.
In S300 of some embodiments of the present invention, the determining, based on the teaching template of each group, a collection processing manner of classroom information of each group and each student in the group includes: s301, determining different time nodes of each group in the classroom process and one or more acquisition targets in each time node based on the teaching template of each group; s302, determining the frequency and duration of each acquisition target according to the teaching theory of each grouped teaching template; and S303, acquiring the classroom information of each acquisition target based on the frequency and the time length of each acquisition target.
Referring to fig. 3, further, the classroom information includes first classroom information and second classroom information, the first classroom information includes frequency of speaking, semantic content, audio and video information and facial emotion of students or teachers in the group teaching process; the second classroom information comprises behavior information, a response curve, an SP table and an information entropy of teachers or students which are processed by the first classroom information according to the VICS. For example, the teaching process of a class is selected for video recording, the class video recording time is 45 minutes, and for the accuracy of the sampling data result, the sampling time interval is not too long and the sampling data is not too much, so that the class teaching video of 25 minutes (intercepted) is classified and sampled at 15 second intervals, and the total sampling is 100 data. The information entropy is represented as:
where H denotes the entropy of the information, piRepresenting the ratio of the number of occurrences of each teaching activity to the total number of teaching activities in the whole class, the teaching activities comprising: teacher lectures, teacher prompts, teacher questions, encouragement, use of media, instant interactions, student responses, student question backs, student discussions, teacher blackboard writing, student operations, interest cases, teacher evaluation, and silence, etc. The teaching activities are obtained by performing semantic segmentation on the collected classroom video;
preferably, the first classroom information can adopt a video semantic network model to record or capture relevant information of each student, which occurs in a classroom, including semantic content, audio, facial emotion and the like; the second classroom information can be used for respectively collecting the teaching activities of a plurality of students or teachers through a Yolo series target segmentation neural network model.
In the above embodiment, the plurality of teaching templates includes: the first teaching template is used for determining one-to-many guiding and guided relations among students according to cognitive psychology and construction-oriented learning; the second teaching template is used for determining an equal one-to-one interactive relation among students according to an information theory; and the third teaching template is used for determining the relationship between a teacher and a student between a controller and a feedback person according to the theory of control.
Specifically, the following conditions should be satisfied in each template:
1. the number of groups should not exceed the management ability of the teacher to avoid the time waste or the phenomenon of non-discipline of students; the number of students in a group should be controlled to the extent that the panelists receive the greatest benefit from the activities of the group.
2. Teachers consider the difference of the ages and grades of students. Researchers conclude that differences in learner age will affect the effectiveness of group instruction. The number of people in each group of the lower grades is as small as possible, and students in the lower grades need more one-to-one interaction with the teacher. In the middle grade, the number of people in each group is required to be as large as possible, and the interaction and collective intelligence among students are improved. Higher grades give greater autonomy, and students autonomously select grouping modes and corresponding members, so that the ability of the students to independently solve problems is improved;
4. panelists were not completely free to self-select. In this process, the teacher plays an important role in ensuring that each student is arranged in a position where the individual and the organization benefit from each other. Sometimes, dividing students with the same level into one group can facilitate their learning; and sometimes heterogeneous combinations. For example: if the teacher wishes to encourage students to work effectively with people from different social backgrounds but with different abilities, he purposefully performs heterogeneous groups to diversify the abilities and social characteristics of the members of the group;
5. in general, the team members may change frequently in order to expand the chances of interaction between students. Meanwhile, students are divided into several groups in some subject areas, and can be taught as a whole in other learning areas. Moreover, different groups (for example, mathematics has a combination and Chinese has a combination) are formed in different subject areas, and the individual needs of students are better met than the individual needs of the students which always keep a single combination mode.
Example 2
Referring to fig. 4, a second aspect of the present invention provides a second aspect of the present invention, which provides a group education-based classroom information management system 1, including: the building module 11 is used for building a plurality of teaching templates based on different education theories, wherein the teaching templates comprise an interaction mode of teachers and students and a classroom information acquisition and processing method; the first determining module 12 is used for acquiring student information and teaching information participating in group teaching, and determining group division participating in the group teaching and one or more teaching templates of each group according to the student information and the teaching information and input of a teacher; the student information comprises subject scores, interest fields and organizational ability level scores, and the teaching information comprises teaching targets and course resources; and the second determining module 13 is configured to determine, based on the teaching template of each group, a collection and processing manner of classroom information of each group and each student in the group.
Further, the first determining module 11 includes: the determining unit is used for determining the interaction mode of the teacher and the students based on the teaching template and the teaching target and determining the member type and the number division in each group according to the interaction mode; and the distribution unit is used for randomly distributing or directionally distributing the students in each group to match the member type and the number division in each group based on the stable matching algorithm and the student information.
Example 3
Referring to fig. 5, in a third aspect of the present invention, there is provided an electronic apparatus comprising: one or more processors; storage means for storing one or more programs which, when executed by the one or more processors, cause the one or more processors to carry out the method of the invention in the first aspect.
The electronic device 500 may include a processing means (e.g., central processing unit, graphics processor, etc.) 501 that may perform various appropriate actions and processes in accordance with a program stored in a Read Only Memory (ROM)502 or a program loaded from a storage means 508 into a Random Access Memory (RAM) 503. In the RAM503, various programs and data necessary for the operation of the electronic apparatus 500 are also stored. The processing device 501, the ROM502, and the RAM503 are connected to each other through a bus 504. An input/output (I/O) interface 505 is also connected to bus 504.
The following devices may be connected to the I/O interface 505 in general: input devices 506 including, for example, a touch screen, touch pad, keyboard, mouse, camera, microphone, accelerometer, gyroscope, etc.; output devices 507 including, for example, a Liquid Crystal Display (LCD), speakers, vibrators, and the like; a storage device 508 including, for example, a hard disk; and a communication device 509. The communication means 509 may allow the electronic device 500 to communicate with other devices wirelessly or by wire to exchange data. While fig. 5 illustrates an electronic device 500 having various means, it is to be understood that not all illustrated means are required to be implemented or provided. More or fewer devices may alternatively be implemented or provided. Each block shown in fig. 5 may represent one device or may represent multiple devices as desired.
In particular, the processes described above with reference to the flow diagrams may be implemented as computer software programs, according to embodiments of the present disclosure. For example, embodiments of the present disclosure include a computer program product comprising a computer program embodied on a computer readable medium, the computer program comprising program code for performing the method illustrated in the flow chart. In such an embodiment, the computer program may be downloaded and installed from a network via the communication means 509, or installed from the storage means 508, or installed from the ROM 502. The computer program, when executed by the processing device 501, performs the above-described functions defined in the methods of embodiments of the present disclosure. It should be noted that the computer readable medium described in the embodiments of the present disclosure may be a computer readable signal medium or a computer readable storage medium or any combination of the two. A computer readable storage medium may be, for example, but not limited to, an electronic, magnetic, optical, electromagnetic, infrared, or semiconductor system, apparatus, or device, or any combination of the foregoing. More specific examples of the computer readable storage medium may include, but are not limited to: an electrical connection having one or more wires, a portable computer diskette, a hard disk, a Random Access Memory (RAM), a read-only memory (ROM), an erasable programmable read-only memory (EPROM or flash memory), an optical fiber, a portable compact disc read-only memory (CD-ROM), an optical storage device, a magnetic storage device, or any suitable combination of the foregoing. In embodiments of the disclosure, a computer readable storage medium may be any tangible medium that can contain, or store a program for use by or in connection with an instruction execution system, apparatus, or device. In embodiments of the present disclosure, however, a computer readable signal medium may comprise a propagated data signal with computer readable program code embodied therein, for example, in baseband or as part of a carrier wave. Such a propagated data signal may take many forms, including, but not limited to, electro-magnetic, optical, or any suitable combination thereof. A computer readable signal medium may also be any computer readable medium that is not a computer readable storage medium and that can communicate, propagate, or transport a program for use by or in connection with an instruction execution system, apparatus, or device. Program code embodied on a computer readable medium may be transmitted using any appropriate medium, including but not limited to: electrical wires, optical cables, RF (radio frequency), etc., or any suitable combination of the foregoing.
The computer readable medium may be embodied in the electronic device; or may exist separately without being assembled into the electronic device. The computer readable medium carries one or more computer programs which, when executed by the electronic device, cause the electronic device to:
computer program code for carrying out operations for embodiments of the present disclosure may be written in any combination of one or more programming languages, including an object oriented programming language such as Java, Smalltalk, C + +, Python, and conventional procedural programming languages, such as the "C" programming language or similar programming languages. The program code may execute entirely on the user's computer, partly on the user's computer, as a stand-alone software package, partly on the user's computer and partly on a remote computer or entirely on the remote computer or server. In the case of a remote computer, the remote computer may be connected to the user's computer through any type of network, including a Local Area Network (LAN) or a Wide Area Network (WAN), or the connection may be made to an external computer (for example, through the Internet using an Internet service provider).
The flowchart and block diagrams in the figures illustrate the architecture, functionality, and operation of possible implementations of systems, methods and computer program products according to various embodiments of the present disclosure. In this regard, each block in the flowchart or block diagrams may represent a module, segment, or portion of code, which comprises one or more executable instructions for implementing the specified logical function(s). It should also be noted that, in some alternative implementations, the functions noted in the block may occur out of the order noted in the figures. For example, two blocks shown in succession may, in fact, be executed substantially concurrently, or the blocks may sometimes be executed in the reverse order, depending upon the functionality involved. It will also be noted that each block of the block diagrams and/or flowchart illustration, and combinations of blocks in the block diagrams and/or flowchart illustration, can be implemented by special purpose hardware-based systems which perform the specified functions or acts, or combinations of special purpose hardware and computer instructions.
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, improvements and the like that fall within the spirit and principle of the present invention are intended to be included therein.
Claims (10)
1. A classroom information management method based on grouping teaching is characterized by comprising the following steps:
constructing a plurality of teaching templates based on different education theories, wherein the teaching templates comprise an interactive mode of teachers and students and a classroom information acquisition and processing method;
acquiring student information and teaching information participating in group teaching, and determining group division participating in the group teaching and one or more teaching templates of each group according to the student information and the teaching information and the input of a teacher; the student information comprises subject scores, interest fields and organizational ability level scores, and the teaching information comprises teaching targets and course resources;
and determining the acquisition and processing mode of the classroom information of each group and each student in the group based on the teaching template of each group.
2. The group teaching-based classroom information management method of claim 1, wherein said obtaining student information and teaching information participating in group teaching and determining the division of groups participating in group teaching and one or more teaching templates for each group based on their input with a teacher comprises:
determining the interaction mode of teachers and students based on the teaching template and the teaching target, and determining the member type and number division in each group according to the interaction mode;
students assigned to each group are randomly assigned or directionally assigned to match member type and number divisions within each group based on a stable matching algorithm and student information.
3. The group education-based classroom information management method of claim 2 wherein the randomly assigning or directionally assigning students to each group to match the member type and number divisions within each group based on a stable matching algorithm and student information comprises:
determining the clustering number of the student information according to the member types in each group, and clustering the student information according to the clustering number;
based on a stable matching algorithm, participating students are randomly or directionally assigned from each cluster to match the member type and number divisions within each group.
4. The method for managing classroom information based on group teaching as claimed in claim 1, wherein said determining the collection and processing manner of classroom information for each group and each student in the group based on the teaching template for each group comprises:
determining different time nodes of each group in the classroom process and one or more acquisition targets in each time node based on the teaching template of each group;
determining the frequency and duration of each collected target according to the teaching theory of each grouped teaching template;
and collecting the classroom information of each collection target based on the frequency and the duration of each collection target.
5. The method for managing classroom information based on packet teaching of claim 4, wherein the classroom information includes first classroom information and second classroom information,
the first classroom information comprises the frequency of speaking, semantic content, audio and video information and facial emotion of students or teachers in the grouping teaching process;
the second classroom information comprises behavior information, a response curve, an SP table and an information entropy of teachers or students which are processed by the first classroom information according to the VICS.
6. The group instruction-based classroom information management method of any one of claims 1-5, wherein said plurality of instructional templates include: a first teaching template, a second teaching template and a third teaching template,
the first teaching template is used for determining one-to-many guiding and guided relations among students according to cognitive psychology and construction-oriented learning;
the second teaching template is used for determining an equal one-to-one interactive relation among students according to an information theory;
and the third teaching template is used for determining the relationship between a teacher and a student between a controller and a feedback person according to the theory of control.
7. A classroom information management system based on grouping teaching is characterized by comprising:
the system comprises a construction module, a database module and a database module, wherein the construction module is used for constructing a plurality of teaching templates based on different education theories, and the teaching templates comprise teacher and student interaction modes and classroom information acquisition and processing methods;
the first determining module is used for acquiring student information and teaching information participating in group teaching, and determining group division participating in the group teaching and one or more teaching templates of each group according to the student information and the teaching information and input of a teacher; the student information comprises subject scores, interest fields and organizational ability level scores, and the teaching information comprises teaching targets and course resources;
and the second determining module is used for determining the acquisition and processing mode of the classroom information of each group and each student in the group based on the teaching template of each group.
8. The group instruction-based classroom information management system of claim 7, wherein said first determination module comprises:
the determining unit is used for determining the interaction mode of the teacher and the students based on the teaching template and the teaching target and determining the member type and the number division in each group according to the interaction mode;
and the distribution unit is used for randomly distributing or directionally distributing the students in each group to match the member type and the number division in each group based on the stable matching algorithm and the student information.
9. An electronic device, comprising: one or more processors; storage means for storing one or more programs which, when executed by the one or more processors, cause the one or more processors to implement the method for group education-based classroom information management according to any one of claims 1-6.
10. A computer-readable medium, on which a computer program is stored, wherein the computer program, when executed by a processor, implements the group tutoring-based classroom information management method of any of claims 1-6.
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