WO2023116830A1 - 一种自定义课程体系构建方法及系统 - Google Patents

一种自定义课程体系构建方法及系统 Download PDF

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WO2023116830A1
WO2023116830A1 PCT/CN2022/141066 CN2022141066W WO2023116830A1 WO 2023116830 A1 WO2023116830 A1 WO 2023116830A1 CN 2022141066 W CN2022141066 W CN 2022141066W WO 2023116830 A1 WO2023116830 A1 WO 2023116830A1
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course
courses
prerequisite
matrix
curriculum
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张恒旭
曹永吉
徐铂淞
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Shandong University
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Shandong University
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    • G—PHYSICS
    • G06—COMPUTING OR CALCULATING; COUNTING
    • 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—Information and communication technology [ICT] specially adapted for implementation of business processes of specific business sectors, e.g. utilities or tourism
    • G06Q50/10—Services
    • G06Q50/20—Education
    • G06Q50/205—Education administration or guidance

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  • the present invention relates to the technical field of course system construction, and more specifically relates to a self-defined course system construction method and system.
  • the curriculum system is the optimal configuration of the selection of courses and the sequence of courses under the guidance of educational concepts and personnel training objectives.
  • the curriculum system is the carrier of talent training in colleges and universities, the core content of professional training programs, and the bridge for the realization of educational concepts and talent training goals.
  • the professional curriculum system largely determines the knowledge structure that students acquire through professional learning. Therefore, the reform of the professional curriculum system is a core part of the construction of new engineering disciplines, and it plays a key role in the cultivation of interdisciplinary and innovative outstanding engineering talents.
  • the present invention provides a method and system for constructing a self-defined curriculum system, which can accurately and efficiently construct a curriculum system according to students' own conditions.
  • the present invention provides the following technical solutions:
  • a method for constructing a custom course system comprising the following steps:
  • Step 1 Construct a curriculum matrix
  • Step 2 Obtain the most advanced professional courses
  • Step 3 extracting all prerequisite courses of the corresponding course from the course matrix
  • Step 4 Determine whether the number of all prerequisite courses of the corresponding course is 0. If it is not 0, perform step 5. If it is 0, the construction of the course system is completed, and a complete course system is output;
  • Step 5 Select the direct prerequisite course of the corresponding course from all the prerequisite courses as the next level course, and return to step 3.
  • all courses can be arranged in order of grades, and a set of professional course system with complete courses and reasonable order of study can be obtained.
  • the courses in the system are arranged and graded according to the order of study, and the lowest level is professional foundation. Courses, the most advanced are advanced professional courses directly facing the professional training goals.
  • the course matrix contains multiple courses, and each course includes four parts: course name, prerequisite knowledge points, acquired knowledge points, and credits, thereby forming an n ⁇ 4 course matrix, and the n represents course The total number of courses included in the matrix.
  • the curriculum matrix provides a data basis for subsequent rankings.
  • the number of the highest-level professional courses is ⁇ 1, and steps 3 to 5 are performed for each highest-level professional course.
  • Step 3 the specific method to obtain all the prerequisite courses for each course is as follows:
  • the overlapping relationship between the prerequisite knowledge points and the acquired knowledge points in the course matrix determine the succession relationship between any two courses, and obtain all the prerequisite courses and follow-up courses of each course.
  • Step 5 the selection method of direct prerequisite courses for each course is as follows:
  • the present invention also provides a self-defined curriculum system construction system, including
  • the first acquisition module is used to acquire the most advanced courses in the major
  • the second acquisition module is used to extract all prerequisite courses of the corresponding course from the course matrix
  • Judgment module used to judge whether the number of all prerequisite courses of the corresponding course is 0, if it is not 0, execute the operation of the third acquisition module, if it is 0, the construction of the course system is completed, and execute the operation of the output module;
  • the output module is used to output the complete curriculum system
  • the third acquisition module is used to select the direct prerequisite course of the corresponding course from all the prerequisite courses as the course of the next level, and return to the second acquisition module.
  • course matrix contains multiple courses, and each course includes four parts: course name, prerequisite knowledge points, acquired knowledge points, and credits, thereby forming an n ⁇ 4 course matrix, and the n represents course The total number of courses included in the matrix.
  • the number of the highest-level professional courses is ⁇ 1, and the operations of the second acquisition module to the third acquisition module are executed for each highest-level professional course.
  • the specific method for acquiring all the prerequisite courses of each course is as follows:
  • the overlapping relationship between the prerequisite knowledge points and the acquired knowledge points in the course matrix determine the succession relationship between any two courses, and obtain all the prerequisite courses and follow-up courses of each course.
  • the selection method of the direct prerequisite courses for each course is as follows:
  • all courses whose follow-up courses are only corresponding courses are selected as the direct prerequisite courses of the corresponding courses.
  • the present invention discloses a method and system for constructing a custom course system, which has the following beneficial effects compared with the prior art:
  • the constructed curriculum system is a professional curriculum system with complete courses and a reasonable order of study.
  • the courses in the system are arranged in the order of study. And graded, the lowest level is the professional basic courses, the highest level is the advanced professional courses directly facing the professional training goals.
  • this professional course system is allocated to all semesters in the order of study, and a curriculum schedule for each semester can be generated to fully realize the automatic customization of the professional course system. It has great convenience and progressive significance for the construction of college curriculum system.
  • Fig. 1 is a schematic flow chart of the method of the present invention
  • Fig. 2 is a schematic structural diagram of the system of the present invention.
  • Fig. 3 is a schematic diagram of the interface of the visualization platform in the embodiment of the present invention.
  • Fig. 4 is a schematic diagram of partial screenshots of the course system constructed by the visualization platform in the embodiment of the present invention.
  • the present invention analyzes the logical relationship between all courses in any professional course system, focuses on the optimization and customization of the professional course system, forms a course system logic analysis method, and forms a course system logic analysis and visualization platform on this basis.
  • the platform can check the existing professional curriculum system, and can automatically analyze the course database according to the training requirements of new majors, generate a complete professional curriculum system and visualize it.
  • the professional course system logical analysis method and visualization platform formed in the present invention have reference value for the construction of new engineering professional course system.
  • the logical analysis method and visualization platform of the professional curriculum system played an auxiliary role.
  • the platform evaluates and checks the rationality of the existing curriculum system by comparing the difference between the automatically generated curriculum system and the existing curriculum system. Compared with the situation where each student's complete curriculum system check is manually completed by professional teachers, the curriculum system construction method and the assistance of the visualization platform of the present invention greatly improve the customization efficiency of the curriculum system.
  • the embodiment of the present invention discloses a method for constructing a self-defined course system, referring to Fig. 1, comprising the following steps:
  • Step 1 Build a curriculum matrix.
  • the course matrix contains multiple courses, and each course includes four parts: course name, prerequisite knowledge points, acquired knowledge points, and credits, and then forms an n ⁇ 4 course matrix, see Table 1, n represents the course matrix contains The total number of courses in , each row represents a course, and each column represents the course name, prerequisite knowledge points, acquired knowledge points, and credits of the course.
  • the prerequisite knowledge points refer to the knowledge points that need to be learned before learning a course
  • the acquired knowledge points refer to the knowledge points that can be acquired by studying a course.
  • Step 2 Obtain the most advanced professional courses.
  • the most advanced professional courses are determined by the final training objectives of the major, and the number is ⁇ 1 and ⁇ 3 at the same time. Steps 3 to 5 are implemented for the most advanced courses of each specialty.
  • Step 3 Extract all prerequisite courses of this course from the course matrix.
  • the specific method to obtain all the prerequisite courses of each course is: according to the coincidence relationship between the prerequisite knowledge points and the acquired knowledge points in the course matrix, determine the succession relationship between any two courses, and obtain all the courses of each course. Prerequisites and follow-up courses. For example, if the element in the second column of the i (i ⁇ n) row in the course matrix overlaps with the element in the third column of the j (j ⁇ n&j ⁇ i) row, it means that the first course of the i course in the course matrix There is overlap between the remedial knowledge points and the acquired knowledge points of the j-th course, so it is determined that the j-th course is a prerequisite course for the i-th course. By traversing all the courses contained in the course matrix in the above-mentioned way, it can be determined whether there is a succession relationship in knowledge learning between any two courses, so as to obtain all the prerequisite courses and follow-up courses of each course.
  • Step 4. Determine whether the number of all prerequisite courses of this course is 0. If it is not 0, perform step 5. If it is 0, the construction of the course system is completed;
  • Step 5 Select all the direct prerequisite courses of this course from all the prerequisite courses, and take them as the next-level courses in turn, and return to step 3.
  • the selection method of the direct prerequisite courses of each course is: according to all the prerequisite courses of each course obtained in step 3, all the courses of the subsequent courses are only selected as the direct prerequisite courses of this course .
  • the course matrix is a data body with a nested structure.
  • the curriculum matrix needs to be stored in the curriculum database with a specific data structure.
  • the course database Create three data tables in the course database, which are the list of courses, the list of prerequisite knowledge points, and the list of acquired knowledge points.
  • the structure of the course list is shown in Table 2, and the structure of the acquired knowledge point list is shown in Table 3.
  • Each row of the course list represents a course, and the course list has three columns, which are course number, course name, and credits.
  • the list of prerequisite knowledge points includes the knowledge points that need to be mastered before taking all courses. Each row represents a single knowledge point.
  • the list has three columns: knowledge point number, knowledge point name, and knowledge point’s subject.
  • the list of acquired knowledge points includes the knowledge points acquired after taking all courses, and the structure is the same as the list of prerequisite knowledge points.
  • the subject of the knowledge points in the list of prerequisite knowledge points and the list of acquired knowledge points must be a course subject that exists in the course list.
  • the course database composed of the above three data tables technically realizes the nested structure of the course matrix.
  • a self-defined curriculum system construction system is also disclosed in the embodiment of the present invention, as shown in Figure 2, which includes a curriculum matrix construction module for constructing a curriculum matrix;
  • the first acquisition module is used to acquire the most advanced courses in the major
  • the second acquisition module is used to extract all prerequisite courses of corresponding courses from the course matrix
  • Judgment module used to judge whether the number of all prerequisite courses of the corresponding course is 0, if it is not 0, execute the operation of the third acquisition module, if it is 0, the construction of the course system is completed, and execute the operation of the output module;
  • the output module is used to output the complete curriculum system
  • the third acquisition module is used to select the direct prerequisite course of the corresponding course from all the prerequisite courses as the course of the next level, and return to the second acquisition module.
  • the present invention builds a visualization platform based on the above-mentioned course system construction method and system. It consists of three parts.
  • the development languages of the platform are Python and SQL.
  • the platform-dependent course database is created and managed by the SQLite engine.
  • the database file and the code are packaged into an executable file, which can be run locally without the need for a server.
  • the logic analysis main program of the platform extracts and analyzes the data in the course database and determines the logical relationship within the course matrix. On the premise that the course database contains enough courses, the course system logic analysis platform can analyze the course system of any major and generate a course system of any major.
  • the visualization main program of the platform calls Python's third-party library pyecharts to convert the nested data structure generated by the logic analysis main program into a tree diagram and display it in the graphical interface of the platform.
  • the graphical interface program of the platform calls PyQt5, a third-party library of Python, to form a simple graphical interface for visual display of user input and program output results, and has good human-computer interaction.
  • the process of packaging the code and dependent resources into executable files uses the third-party python library cx_Freeze.
  • the course system logic analysis and visualization platform formed after packaging does not require a Python environment at runtime, which is convenient for users to use directly.
  • Function 2 of the platform needs to automatically generate a complete professional curriculum system based on the most advanced professional courses while checking the existing curriculum system input by humans, and compare and analyze with the existing curriculum system to generate a modified new professional curriculum system.
  • Feature 2 is the most comprehensive of the three. Therefore, take function 2 as an example to show the actual use effect of the platform.
  • the above-mentioned visualization platform established by the method of the present invention is a specific form of realizing the method of the present invention, and can easily obtain a complete curriculum system, avoiding the disadvantages of time-consuming and labor-intensive customization of professional curriculum systems by teachers and students in the traditional method.
  • the platform has become an auxiliary tool for customizing the professional curriculum system, which not only provides assistance for educators to carry out the reform of the new engineering curriculum system, but also provides support for students to independently customize the personalized curriculum system based on their learning interests.
  • each embodiment in this specification is described in a progressive manner, each embodiment focuses on the difference from other embodiments, and the same and similar parts of each embodiment can be referred to each other.
  • the description is relatively simple, and for relevant details, please refer to the description of the method part.

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Abstract

本发明公开了一种自定义课程体系构建方法及系统，涉及课程体系构建技术领域，包括以下步骤：步骤一、构建课程矩阵；步骤二、获取专业最高级课程；步骤三、从所述课程矩阵中提取对应课程的全部先修课；步骤四、判断对应课程的全部先修课数量是否为0，若不为0则执行步骤五，若为0则课程体系构建结束，输出完整课程体系；步骤五、从全部先修课中选取对应课程的直接先修课，作为下一等级课程，并返回步骤三。本发明通过上述方法能够快速、科学地构建课程体系，课程完备且修读顺序合理，本发明能够完全实现专业课程体系的自动定制，对于高校课程体系的构建具有极大的便利性和进步意义。

Description

一种自定义课程体系构建方法及系统
本发明要求于2021年12月23日提交中国专利局、申请号为202111594308.X、发明名称为“一种自定义课程体系构建方法及系统”的中国专利申请的优先权，其全部内容通过引用结合在本发明中。
技术领域
本发明涉及课程体系构建技术领域，更具体的说是涉及一种自定义课程体系构建方法及系统。
背景技术
课程体系是在教育理念和人才培养目标的导向下，对课程门类选择及课程修读顺序的优化配置。课程体系是高校人才培养的载体，是专业培养方案的核心内容，是教育理念和人才培养目标得以实现的桥梁。专业课程体系在很大程度上决定了学生通过专业学习获得的知识结构。因此，专业课程体系改革是新工科建设中核心的一环，对于复合型、创新型卓越工程人才的培养具有关键作用。
近年来，新工科建设在国内高等工程教育领域成为焦点。目前虽然新工科建设已见成效，但是尚未出现辅助制定新工科专业课程体系的自动化工具及方法，不同高校、不同新工科专业的课程体系改革方案有较大的差异性，依托学科优势构建不同专业新工科课程体系需要分别组建调研团队，使得全面建设新工科专业课程体系的复杂度大大提高。可见，目前的高校课程体系构建效率较低，且无法根据不同的 专业学生定制适合自身的个性化体系课程，基于此，如何提供一种自定义课程体系构建方法及平台，是本领域技术人员亟需解决的问题。
发明内容
有鉴于此，本发明提供了一种自定义课程体系构建方法及系统，能够准确地、高效率地根据学生自身情况构建课程体系。
为了实现上述目的，本发明提供如下技术方案：
一种自定义课程体系构建方法，包括以下步骤：
步骤一、构建课程矩阵；
步骤二、获取专业最高级课程；
步骤三、从所述课程矩阵中提取对应课程的全部先修课；
步骤四、判断对应课程的全部先修课数量是否为0，若不为0则执行步骤五，若为0则课程体系构建结束，输出完整的课程体系；
步骤五、从全部先修课中选取对应课程的直接先修课，作为下一等级课程，并返回步骤三。
通过上述步骤，即可将所有课程的先后等级顺序进行排列，得到一套课程完备且修读顺序合理的专业课程体系，体系中课程都按照修读的先后顺序排列分级，最低级的是专业基础课程，最高级的是直接面向专业培养目标的高阶专业课程。
进一步的，所述课程矩阵中包含多个课程，每门课程包括课程名、先修性知识点、获得性知识点、学分四个部分，进而形成n×4的课程矩阵，所述n代表课程矩阵中包含的课程总数。该课程矩阵为后续进行等级排序提供数据基础。
进一步的，所述专业最高级课程数量≥1，针对每个专业最高级课程均执行步骤三至步骤五。
进一步的，步骤三中，获取每门全部先修课的具体方法为：
根据所述课程矩阵中先修性知识点和获得性知识点之间的重合关系，确定任意两门课程之间的前后承接关系，得到每门课程的全部先修课程和后续课程。
进一步的，步骤五中，每门课程的直接先修课的选取方法为：
根据步骤三获取的每门课程的全部先修课，从中筛选出后续课程仅为对应课程的所有课程，作为对应课程的直接先修课。
本发明同样提供一种自定义课程体系构建系统，包括
课程矩阵构建模块，用于构建课程矩阵；
第一获取模块，用于获取专业最高级课程；
第二获取模块，用于从所述课程矩阵中提取对应课程的全部先修课；
判断模块，用于判断对应课程的全部先修课数量是否为0，若不为0则执行第三获取模块的操作，若为0则课程体系构建结束，执行输出模块的操作；
输出模块，用于输出完整的课程体系；
第三获取模块，用于从全部先修课中选取对应课程的直接先修课，作为下一等级课程，并返回第二获取模块。
进一步的，所述课程矩阵中包含多个课程，每门课程包括课程名、先修性知识点、获得性知识点、学分四个部分，进而形成n×4的课程 矩阵，所述n代表课程矩阵中包含的课程总数。
进一步的，所述专业最高级课程数量≥1，针对每个专业最高级课程均执行第二获取模块至第三获取模块的操作。
进一步的，第二获取模块中，获取每门全部先修课的具体方法为：
根据所述课程矩阵中先修性知识点和获得性知识点之间的重合关系，确定任意两门课程之间的前后承接关系，得到每门课程的全部先修课程和后续课程。
进一步的，第三获取模块中，每门课程的直接先修课的选取方法为：
根据第二获取模块获取的每门课程的全部先修课，从中筛选出后续课程仅为对应课程的所有课程，作为对应课程的直接先修课。
经由上述的技术方案可知，本发明公开提供了一种自定义课程体系构建方法及系统，与现有技术相比，具有以下有益效果：
使用上述方式能够快速、科学地构建适合不同学生的个性化课程体系，所构建的课程体系是一套课程完备且修读顺序合理的专业课程体系，体系中的课程都按照修读的先后顺序排列并分级，最低级的是专业基础课程，最高级的是直接面向专业培养目标的高阶专业课程。以每学期选课总学分大致相同的原则，将这套专业课程体系按修读先后顺序分配到所有学期，可生成每学期的课程表，完全实现专业课程体系的自动定制。对于高校课程体系的构建具有极大的便利性和进步意义。
附图说明
为了更清楚地说明本发明实施例或现有技术中的技术方案，下面将对实施例或现有技术描述中所需要使用的附图作简单地介绍，显而易见地，下面描述中的附图仅仅是本发明的实施例，对于本领域普通技术人员来讲，在不付出创造性劳动的前提下，还可以根据提供的附图获得其他的附图。
图1为本发明的方法流程示意图；
图2为本发明的系统结构示意图；
图3为本发明实施例中可视化平台的界面示意图；
图4为本发明实施例中可视化平台所构建的课程体系部分截图示意图。
具体实施方式
下面将结合本发明实施例中的附图，对本发明实施例中的技术方案进行清楚、完整地描述，显然，所描述的实施例仅仅是本发明一部分实施例，而不是全部的实施例。基于本发明中的实施例，本领域普通技术人员在没有做出创造性劳动前提下所获得的所有其他实施例，都属于本发明保护的范围。
本发明围绕任一专业课程体系内所有课程间的逻辑关系展开分析，聚焦专业课程体系的优化定制，形成了课程体系逻辑分析方法，并在此基础上形成课程体系逻辑分析及可视化平台。平台可以校核已有的专业课程体系，可以根据新专业培养要求，自动分析课程数据库，生成完备的专业课程体系并可视化展现。本发明形成的专业课程体系逻辑分析方法与可视化平台对新工科专业课程体系的构建具有参考价值。 在课程体系的修订中，专业课程体系逻辑分析方法与可视化平台起到了辅助作用。平台通过对比自动化生成的课程体系和已有的课程体系之间的差别，对已有课程体系进行合理性评估和校核。相比于每位学生的完整课程体系校核都由专业教师手动完成的情况，本发明的课程体系构建方法及可视化平台的辅助使课程体系的定制效率得到较大提高。
本发明实施例公开了一种自定义课程体系构建方法，参见图1，包括以下步骤：
步骤一、构建课程矩阵。
课程矩阵中包含多个课程，每门课程包括课程名、先修性知识点、获得性知识点、学分四个部分，进而形成n×4的课程矩阵，参见表1，n代表课程矩阵中包含的课程总数，每一行表示一门课程，每一列分别代表课程的课程名、先修性知识点、获得性知识点、学分。其中先修性知识点是指学习一门课程之前需要学习的知识点，获得性知识点是指学习一门课程所能够获得的知识点。
表1课程矩阵结构表
Figure PCTCN2022141066-appb-000001
Figure PCTCN2022141066-appb-000002
步骤二、获取专业最高级课程。
专业最高级课程通过专业的最终培养目标所确定，数量≥1同时≤3，针对每个专业最高级课程均执行步骤三至步骤五。
步骤三、从课程矩阵中提取这门课程的全部先修课。
获取每门全部先修课的具体方法为：根据课程矩阵中先修性知识点和获得性知识点之间的重合关系，确定任意两门课程之间的前后承接关系，得到每门课程的全部先修课程和后续课程。举例说明，设课程矩阵中第i(i≤n)行第2列元素与第j(j≤n&j≠i)行第3列的元素有重合部分，则表示课程矩阵中第i门课程的先修性知识点与第j门课程的获得性知识点之间有重合，由此判定第j门课程是第i门课程的先修课程。用上述方式遍历课程矩阵中包含的所有课程，可以确定任意两门课程之间是否存在知识学习上的前后承接关系，从而得到每一门课程的全部先修课程和后续课程。
步骤四、判断这门课程的全部先修课数量是否为0，若不为0则执行步骤五，若为0则课程体系构建结束；
步骤五、从全部先修课中选取这门课程的全部直接先修课，依次 作为下一等级课程，并返回步骤三。
每门课程的直接先修课的选取方法为：根据步骤三获取的每门课程的全部先修课，从中筛选出后续课程仅为这门课程的所有课程，作为这门课程的直接先修课。
上述最高级课程、每门课程的直接先修课，均可以有多个。通过上述过程可迭代生成每一等级的课程，直至得到整个课程体系的最低级课程，进而得到了完整的课程体系。
在具体实施例中，因为每门课程的先修性知识点和获得性知识点都是复合元素，其中包含了很多具体的单一知识点，所以课程矩阵是一种具有嵌套结构的数据体。为了便于对课程体系进行逻辑分析，课程矩阵需要以特定的数据结构储存在课程数据库中。
在课程数据库中创建三个数据表，分别为课程列表、先修性知识点列表、获得性知识点列表。课程列表的结构如表2所示，获得性知识点列表的结构如表3所示。课程列表的每一行代表一门课程，课程列表共有三列，分别为课程编号、课程名、学分。先修性知识点列表包括所有课程修读前需要掌握的知识点，每一行代表一个单一知识点，列表有知识点编号、知识点名称、知识点归属科目三列。获得性知识点列表包括所有课程修读后获得的知识点，结构与先修性知识点列表相同。先修性知识点列表和获得性知识点列表中的知识点归属科目必须是课程列表中存在的课程科目。由上述三个数据表构成的课程数据库在技术上实现了课程矩阵的嵌套结构。
表2课程列表的结构示例
Figure PCTCN2022141066-appb-000003
表3先修性知识点和获得性知识点列表的结构示例
Figure PCTCN2022141066-appb-000004
本发明实施例中同样公开一种自定义课程体系构建系统，参见图2，包括课程矩阵构建模块，用于构建课程矩阵；
第一获取模块，用于获取专业最高级课程；
第二获取模块，用于从所述课程矩阵中提取对应课程的全部先修 课；
判断模块，用于判断对应课程的全部先修课数量是否为0，若不为0则执行第三获取模块的操作，若为0则课程体系构建结束，执行输出模块的操作；
输出模块，用于输出完整的课程体系；
第三获取模块，用于从全部先修课中选取对应课程的直接先修课，作为下一等级课程，并返回第二获取模块。
基于上述的技术方案，进一步对其具体的实现方式进行介绍，本发明依据上述课程体系构建方法及系统，搭建了一种可视化平台，总体架构由课程数据库、逻辑分析及可视化主程序、图形界面程序三部分组成。平台的开发语言是Python和SQL语言。平台依赖的课程数据库由SQLite引擎创建和管理，数据库文件与代码一起打包成可执行文件，可本地运行，无须服务器端。平台的逻辑分析主程序对课程数据库中的数据提取分析并确定课程矩阵内部的逻辑关系。在课程数据库包含课程数量足够的前提下，课程体系逻辑分析平台可对任意专业的课程体系展开分析，可生成任意专业的课程体系。平台的可视化主程序调用了Python的第三方库pyecharts，将逻辑分析主程序生成的嵌套数据结构转换成树形图，展示在平台的图形界面中。
平台的图形界面程序调用了Python的第三方库PyQt5，形成了简洁的图形界面，用于用户输入和程序输出结果的可视化展示，有良好的人机交互性。
将代码和依赖资源打包成可执行文件的过程使用了python的第三 方库cx_Freeze，打包后形成的课程体系逻辑分析及可视化平台在运行时无需Python环境，方便用户直接使用。
上述可视化平台具有以下三个功能，参见图3：
1.任取一门课程，能够以树形图可视化展现其修读前要求掌握的知识点和修读后获得的知识点，并可视化展现该课程的先修课程和后续课程。
2.校核已有的专业课程体系。按照课程修读的先后顺序输入某一专业已有的专业课程，能够自动分析这一专业课程体系安排是否合理。如果所有课程的前后顺序均合理并且没有课程缺失和冗余的情况，则判定该专业课程体系合理；如果上述条件不满足，则判定该专业现有课程体系不合理，自动将这一课程体系修改完善并可视化展现。
3.根据新专业培养目标，人为确定某一新专业的最高级课程后，能够通过程序生成这一专业所需的全部专业课程，按修读的先后顺序排列，形成针对新专业的最优课程体系，并以树形图可视化展现。
课程体系逻辑分析及可视化平台的一个输入子界面如图3所示。平台的功能2在对人为输入的已有课程体系进行校核的同时，需要依据最高级专业课程自动生成完备的专业课程体系，与现有课程体系对比分析，生成修改后的新专业课程体系。功能2是三个功能中最全面的一个。因此，以功能2为例，展示平台的实际使用效果。
将电气工程及其自动化专业最高级核心课程设置为《电力系统分析》《电力系统调度运行与控制》和《电力系统继电保护》，同时输入一个不完备的电气工程及其自动化专业课程体系(如图3所示)，平 台自动进行核验修正。平台分析完成后，在输出子界面以树形图的形式可视化展现修正后的课程体系图，如图4所示。完整的课程体系图过于庞大，在平台的输出子界面滑动翻页查看，图4中展示的是修正后电气工程及其自动化专业课程体系的部分截图。
上述通过本发明方法建立的可视化平台，是实现本发明方法的一种具体形式，能够简单得到一套完整的课程体系，避免了传统方法中教师、学生自主定制专业课程体系费时费力的弊端，该平台成为定制专业课程体系的辅助工具，不仅为教育者进行新工科课程体系改革提供帮助，也为学生基于学习兴趣自主定制个性化课程体系提供支撑作用。
本说明书中各个实施例采用递进的方式描述，每个实施例重点说明的都是与其他实施例的不同之处，各个实施例之间相同相似部分互相参见即可。对于实施例公开的装置而言，由于其与实施例公开的方法相对应，所以描述的比较简单，相关之处参见方法部分说明即可。
对所公开的实施例的上述说明，使本领域专业技术人员能够实现或使用本发明。对这些实施例的多种修改对本领域的专业技术人员来说将是显而易见的，本文中所定义的一般原理可以在不脱离本发明的精神或范围的情况下，在其它实施例中实现。因此，本发明将不会被限制于本文所示的这些实施例，而是要符合与本文所公开的原理和新颖特点相一致的最宽的范围。

Claims (10)

  1. 一种自定义课程体系构建方法，其特征在于，包括以下步骤：
    步骤一、构建课程矩阵；
    步骤二、获取专业最高级课程；
    步骤三、从所述课程矩阵中提取对应课程的全部先修课；
    步骤四、判断对应课程的全部先修课数量是否为0，若不为0则执行步骤五，若为0则课程体系构建结束，输出完整的课程体系；
    步骤五、从全部先修课中选取对应课程的直接先修课，作为下一等级课程，并返回步骤三。
  2. 根据权利要求1所述的一种自定义课程体系构建方法，其特征在于，所述课程矩阵中包含多个课程，每门课程包括课程名、先修性知识点、获得性知识点、学分四个部分，进而形成n×4的课程矩阵，所述n代表课程矩阵中包含的课程总数。
  3. 根据权利要求1所述的一种自定义课程体系构建方法，其特征在于，所述专业最高级课程数量≥1，针对每个专业最高级课程均执行步骤三至步骤五。
  4. 根据权利要求1所述的一种自定义课程体系构建方法，其特征在于，步骤三中，获取每门全部先修课的具体方法为：
    根据所述课程矩阵中先修性知识点和获得性知识点之间的重合关系，确定任意两门课程之间的前后承接关系，得到每门课程的全部先修课程和后续课程。
  5. 根据权利要求1所述的一种自定义课程体系构建方法，其特征在于，步骤五中，每门课程的直接先修课的选取方法为：
    根据步骤三获取的每门课程的全部先修课，从中筛选出后续课程仅为对应课程的所有课程，作为对应课程的直接先修课。
  6. 一种自定义课程体系构建系统，其特征在于，包括课程矩阵构建模块，用于构建课程矩阵；
    第一获取模块，用于获取专业最高级课程；
    第二获取模块，用于从所述课程矩阵中提取对应课程的全部先修课；
    判断模块，用于判断对应课程的全部先修课数量是否为0，若不为0则执行第三获取模块的操作，若为0则课程体系构建结束，执行输出模块的操作；
    输出模块，用于输出完整的课程体系；
    第三获取模块，用于从全部先修课中选取对应课程的直接先修课，作为下一等级课程，并返回第二获取模块。
  7. 根据权利要求6所述的一种自定义课程体系构建系统，其特征在于，
    所述课程矩阵中包含多个课程，每门课程包括课程名、先修性知识点、获得性知识点、学分四个部分，进而形成n×4的课程矩阵，所述n代表课程矩阵中包含的课程总数。
  8. 根据权利要求6所述的一种自定义课程体系构建系统，其特征在于，
    所述专业最高级课程数量≥1，针对每个专业最高级课程均执行第二获取模块至第三获取模块的操作。
  9. 根据权利要求6所述的一种自定义课程体系构建系统，其特征在于，
    第二获取模块中，获取每门全部先修课的具体方法为：
    根据所述课程矩阵中先修性知识点和获得性知识点之间的重合关系，确定任意两门课程之间的前后承接关系，得到每门课程的全部先修课程和后续课程。
  10. 根据权利要求6所述的一种自定义课程体系构建系统，其特征在于，
    第三获取模块中，每门课程的直接先修课的选取方法为：
    根据第二获取模块获取的每门课程的全部先修课，从中筛选出后续课程仅为对应课程的所有课程，作为对应课程的直接先修课。
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