With the popularization and application of online education in the world, how to evaluate and analyze the classroom teaching effect through scientific methods has become one of the important teaching tasks in colleges. Based on this, this paper studies the application of the GA-BP neural network algorithm. Firstly, it gives a brief overview of the current situation of online education and GA-BP neural network algorithm. Secondly, through the investigation of the online education system in many aspects, it evaluates students’ online education classroom teaching quality from five aspects, and this paper proposes a more scientific online education classroom teaching quality evaluation optimization model and finally verifies the reliability of the online education teaching evaluation model through the practice in a university. The results show that the GA-BP neural network-based evaluation optimization model can effectively evaluate the online education in the process of analyzing the quality of online education classroom teaching of most professional students.
In the real-time decision-making and local planning process of autonomous vehicles in dynamic environments, the autonomous driving system may fail to find a reasonable policy or even gets trapped in some situation due to the complexity of global tasks and the incompatibility between upper level maneuver decisions with the lower level trajectory planning. To solve this problem, this paper presents a synchronous maneuver searching and trajectory planning (SMSTP) algorithm based on the topological concept of homotopy. Firstly, a set of alternative maneuvers with boundary limits are enumerated on a multilane road. Instead of sampling numerous paths in the whole spatio-temporal space, we, for the first time, propose using Trajectory Profiles (TPs) to quickly construct the topological maneuvers represented by different routes, and put forward a corridor generation algorithm based on graph-search. The bounded corridor further constrains the maneuver's space in the spatial space. A step-wise heuristic optimization algorithm is then proposed to synchronously generate a feasible trajectory for each maneuver. To achieve real-time performance, we initialize the states to be optimized with the boundary constraints of maneuvers, and we set some heuristic states as terminal targets in the quadratic cost function. The solution of a feasible trajectory is always guaranteed only if a specific maneuver is given. The simulation and realistic driving-test experiments verified that the proposed SMSTP algorithm has a short computation time which is less than 37ms, and the experimental results showed the validity and effectiveness of the SMSTP algorithm.
Structural equation model is a multivariate statistical analysis method. It can not only test some unpredictable abstract ideas, but also design parameters for the causal connection model between independent variables and dependent variables. Among them, the analysis of various latent variables is based on the verification factor analysis technology. The research first collects various relevant data, derives the latent variables and measurement variables, then composes the measurement model, and then verifies the adaptability of the measurement model structure mode through actual data collection. When such suitable factors are determined, a causal model based on path analysis technology for latent variables, that is, a structural model, can be used for parameter design. This article uses the structural equation model as an analysis tool, starting from the three aspects of teachers, cases, and students to evaluate the application effect of the case teaching method in the classroom teaching of intellectual property law course and construct a structural equation model of the influencing factors of the case teaching effect. To understand students’ satisfaction with case teaching effects and related influencing factors, the research results show that the effect of case teaching is jointly affected by the level of teachers, case selection, and student response. Among them, teacher factors have the greatest impact on case teaching effects, followed by case factors, and students have the least.
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