Automated content reviews on digital educational resources are urgently in demand in the educational informatization era. Especially in the applicability review of whether educational resources exceed the standard, there are problems with knowledge which are easy to exceed national curriculum standards and difficult to locate. In response to this demand, this study proposed a review method for educational resources based on the collaboration of an educational knowledge graph and a large language model . Specifically, this study initially utilized the ontology concept to design and construct a knowledge graph for curriculum education in primary and secondary schools. A knowledge localization method was subsequently designed based on teaching content generation, sorting, and pruning, by utilizing the advantages of large language models for text generation and sorting tasks. Finally, by detecting conflicts between the core knowledge sub-graph of teaching content and the knowledge graph teaching path, the goal of recognizing teaching content that exceeded the national standard was achieved. Experimental results demonstrate that the proposed method effectively addresses the task of reviewing exceptional standard knowledge in educational resource content. This opens up a new technological direction for educational application based on the knowledge graph and large language model collaboration.
Drawing on constructivism and competency-based theory, this paper proposes an online learning system design method based on a knowledge graph, which breaks the traditional knowledge structure and builds a multi-dimensional competence framework of knowledge and skills with the goal of improving competence. A learning system with a knowledge graph as the underlying logic and linked digital learning resources was built. Teaching practice and empirical research were then carried out. First, the learning system was verified with a questionnaire. Second, taking the ability to “read English academic papers” as the learning task, experimental and control groups were created to evaluate the understanding of knowledge and skills, memory level, and comprehensive application ability of the participants. The results showed that the effectiveness and usability of the learning system were higher in the experimental group than in the control group in terms of total, knowledge, skill, and ability scores. Among these, total and ability scores showed significant differences, indicating that the system played a role in promoting the effect of online learning.
With the rapid development of artificial intelligence technology, large language models (LLMs) have demonstrated strong abilities in natural language processing and various knowledge applications. This study examined the application of Chinese large language models in the automatic labelling of knowledge graphs for primary and secondary school subjects in particular compulsory education stage morality and law and high school mathematics. In education, the construction of knowledge graphs is crucial for organizing systemic knowledge . However, traditional knowledge graph methods have problems such as low efficiency and labor-cost consumption in data labelling. This study aimed to solve these problems using LLMs, thereby improving the level of automation and intelligence in the construction of knowledge graphs. Based on the status quo of domestic LLMs, this paper discusses their application in the automatic labelling of subject knowledge graphs. Taking morality and rule of law and mathematics as examples, the relevant methods and experimental results are explained. First, the research background and significance are discussed. Second, the development status of the domestic large language model and automatic labelling technology of the subject knowledge graph are then presented. In the methods and model section, an automatic labelling method based on LLMs is explored to improve its application in a subject knowledge graph. This study also explored the subject knowledge graph model to compare and evaluate the actual effect of the automatic labelling method. In the experiment and analysis section, through the automatic labelling experiments and results analysis of the subjects of morality and law and mathematics, the knowledge graphs of the two disciplines are automatically labeled to achieve high accuracy and efficiency. A series of valuable conclusions are obtained, and the effectiveness and accuracy of the proposed methods are verified. Finally, future research directions are discussed. In general, this study provides a new concept and method for the automatic labelling of subject knowledge graphs, which is expected to promote further developments in related fields.
Advancements in machine-learning technology has enabled automated program-repair techniques that learn human patterns of erroneous-code fixing, thereby assisting students in debugging and enhancing their self-directed learning efficiency. Automatic program-repair models are typically based on either manually designed symbolic rules or data-driven methods. Owing the availability of large language models that possess excellent natural-language understanding and code-generation capabilities, researchers have attempted to use prompt engineering for automatic program repair. However, existing studies primarily evaluate commercial models such as Codex and GPT-4, which may incur high costs for large-scale adoption and cause data-privacy issues in educational scenarios. Furthermore, these studies typically employ simple prompt forms to assess the program-repair capabilities of large language models, whereas the results are not analyzed comprehensively. Hence, we evaluate two representative open-source code large language models with excellent code-generation capability using prompt engineering. We evaluate different prompting methods, such as chain-of-thought and few-shot learning, and analyze the results comprehensively. Finally, we provide suggestions for integrating large language models into programming educational scenarios.
Against the backdrop of the national new engineering education initiative, early C++ teaching has failed to meet the requirements of high-level sophistication, innovation, and challenges. Furthermore, issues such as fragmented knowledge points, difficulty in integrating theory with practice, and single-perspective bias are prevalent in this field. To address these problems, we propose an innovative teaching model that effectively integrates QT(Qt Toolkit) and C++ by merging the two courses. This model facilitates the teaching process via a course knowledge graph deployed on the Zhihuishu platform. The breadth of teaching is expanded by effectively linking course knowledge points, integrating and sharing multimodal teaching resources, enhancing multiperspective learning, showcasing the course’s innovative nature, and avoiding single-perspective bias. Simultaneously, the depth of teaching is increased through the construction of a knowledge graph that integrates QT and object-oriented programming (C++), organically combining the knowledge points of both courses. This approach bridges the gap between theory and practice by enhancing the course’s sophistication and level of challenge. Consequently, this study pioneers the reform of C++ teaching by providing valuable references and insights for programming courses under the new engineering education framework.
中文核心期刊
