# University Curriculum Setting and Teaching Governance System Based on Distributed Sensor Network

Authors: Shiyu Liu
Journal: Journal of Sensors
 (2022)

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## Abstract

The rapid development of Internet, computer, and other information technology has promoted the continuous reform of school education. Network education uses existing educational resources to break through the limitation of time and space of traditional education. However, it needs a high-quality teaching management platform and a perfect teaching governance system whether the curriculum is of high-quality and can achieve the expected educational purpose and realize its educational value. In this paper, according to the current situation of network university teaching, a distributed network teaching management system is built on the basis of the digital campus platform. The university teaching system is constructed under the support of exploring intelligent technology. The system is divided into four parts: resource system, teaching system, management system, and application system. On the basis of the traditional teaching mode, the advanced multimedia teaching management system is introduced. Based on the distributed cognitive theory, the distributed structure of teaching video system is adopted. In the experiment, Class A as the control class was taught in the traditional mode, and Class B as the experimental class was taught in the distributed teaching mode. The results show that 57.8% of the students feel that there is obvious mutual promotion, deepening students’ visual cognitive understanding of the learning process can cultivate and improve students’ cognitive ability and innovation ability.


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## Body

## 1. Introduction

With the application of wireless sensor network technology in various production fields, the practical value of this technology is irreplaceable. The practical value of this technology is irreplaceable. Since the state put forward the concept of network education construction, multimedia teaching with rich and colorful methods has become an important part of network teaching, it is through multimedia equipment and means of production, such as text, image, video and sound elements organic integration, change and enrich the traditional teaching mode. The support of network also makes the original teaching resources greatly expanded. Under the reform and application of the new teaching model and learning method, which can make students have a strong interest in learning, and then they can invest in learning faster and more effectively, and the teaching quality will be greatly improved. University campus network construction is a complicated and long construction period and in great project, and the informatization construction of multimedia teaching is one of the important modules; it is the trend of the development of information-based education, therefore, before the development of multimedia teaching management system, the need for comprehensive research and analysis in detail, making reasonable development scheme, make the developed system meet the needs of actual teaching. The typical representative of the application of modern educational technology and teaching is the information-based multimedia teaching management. As a typical representative of the emerging construction mode, it has gradually gained the attention of colleges and universities at home and abroad [1].Multimedia technology has provided abundant educational means and educational resources for network education. The characteristics of autonomy and openness of network education have led to a huge network education user group. The teaching platform of common network education usually adopts client server mode. In order to realize this mode, it is necessary to set a high-performance computer with powerful processing power and large bandwidth as the server on the Internet and cooperate with high-grade server software to store a large amount of data in a centralized manner, and also install diversified service software [2]. As a network data service center, the server centrally processes data and undertakes the work of providing services to clients or receiving data. The performance and function of the client are relatively weak and only enjoy the service. The advantages of this mode are easy to control the consistency of data, strong computing power of server cluster, large information storage, high throughput, and easy to manage the system. However, this mode also forms that both information resources and cost resources on the Internet converge in the same direction. The centralization will bring the following disadvantages, because the number of servers is only one or a limited number of systems are prone to a single failure point, a single server facing numerous client server performance, and network bandwidth restrictions, leading to limited clients can serve at the same time, poor scalability. Style-based collaborative learning usually uses e-mail or means to complete the collaborative work between learners, which cannot well complete the communication and exchange between teachers and students. At the same time, the online video teaching based on the current situation is not popular due to the restriction of network bandwidth and large server. With the popularization of the network, various applications are gradually becoming informationized. How to simplify the management work, increase user experience in various ways, and share resources efficiently through the network to save human and financial expenses has become a concern [3]. Under the existing environment of colleges and universities, the establishment of the new professional, education mode of pushing the new, the reform of education system, teaching management, and multimedia teaching management problems arising from the increasingly serious, in order to solve these problems, normalizing the school teaching management, management functions to get into full play, subject put forward the construction of distributed sensor network teaching management system requirements and help the school multimedia teaching management to realize digital information.


## 2. Related Work

With the relationship between human cognitive activities and various cognitive tools is more and more close, and the distributed cognitive thought is gradually paid attention to in the information society environment. The theory of distributed cognition views human cognitive process from the perspective of system and advocates that cognition cannot be limited in the brain of an individual, and that cognitive activities are realized in the interaction of an individual with others and social environment system. Under the learning activity metaphor of distributed cognitive theory, learning resources are widely distributed in the social and cultural environment, and learning time, space, and opportunity also occur in every corner of society, which provides a certain theoretical guarantee for the implementation of the ubiquitous learning concept that can be learned everywhere in the new curriculum standard. The scheme provided by Tan et al., which can instantly capture the knowledge exchange between individuals, includes a unique matching and forwarding system, which enables the external knowledge and information exchange to be transmitted in real-time [4]. Zhao and Guo build a distributed information management system. The system analyzes the specific affairs of each functional department of the school, divides the network structure of the campus network, divides the departments into different subnets, and realizes the foreground application of each department. The system realizes the requirements of management openness, sharing, and query between departments [5]. The network teaching research is carried out by Kalelioglu et al.; this platform includes the network, students, websites, courseware, audio and video materials, and other resources. With the support of complete teaching software and management software, the orderly conduct of network teaching activities is ensured [6]. Lyashenko and Malinina proposed that thematic teaching is a resource-based autonomous learning model. He proposed to construct a thematic teaching model based on the new curriculum reform concept based on constructivism learning theory, holistic language teaching method, multiple intelligences theory, and other aspects [7]. In addition, distributed cognition emphasizes the use of technological tools for cognition and interaction. In the process of learning, information tools can be used to break through the limitations of face-to-face dialogue and realize asynchronous and remote cooperative communication with various communication methods. In the information society, media tools not only build resources and communication platforms for open learning, but also help to deepen the systematic understanding of abstract knowledge and complete high-level learning tasks by using some technical tools.Multimedia teaching is the main means of teaching informationization. It makes use of campus network resources and advanced computer software and hardware technology, and the teaching mode leads the traditional centralized teaching mode to intelligent, multimedia, and distributed. At present, most schools have a perfect and stable campus network, and its hardware composition and structure can basically meet the needs of distributed multimedia teaching. Yang et al. developed an integrated topic teaching model, which applies brain science to teaching reform, explores effective teaching strategies, and develops conceptual courses based on learning biology. The teaching strategy elements proposed by this model based on the facts of brain science include: removal of threats, rich choices, sufficient time, rich environment, etc. [8]. Leite et al. think subject teaching must want to have a clear teaching goal under the guidance of the target subject teaching activities, thematic teaching pays attention to student’s main body participation, students can, according to their own experience to external environment, fully build interaction meaning, and the teacher’s role is to guide students to exchange activities [9]. Yang et al. believes that theme-based instructional design should take the theme as the central axis to carry out the instructional design, and the teaching objectives, teaching methods, and activities of teachers and students should be centered on the theme. The teaching activity place should be expanded from the traditional classroom to the virtual space to make the learning space open [8]. Alshorman and Bawaneh applied the network teaching platform in practice. This system simulates teaching activities in real life through the network to the maximum extent, and tracks, statistics, and analyzes teaching results, so as to explore the shortcomings of traditional teaching methods and provide assistance through the network teaching system [10]. Through the construction of multimedia teaching management system, the curriculum system is reconstructed; the content of the curriculum is adjusted and modified, and the innovation of teaching mode is promoted. The author makes full use of the resources and applies the principle of integrated management and puts forward the design conception of the network university curriculum setting system. Distributed teaching mode has not been well applied in the field of network education, and distributed education mode is a direction of teaching management development.


## 3. Construction of University Teaching Management System Based on Distributed Sensor Network

### 3.1. Intelligent University Teaching Management System

This paper explores the construction of teaching management system supported by intelligent technology. According to its composition, the system is divided into information system, curriculum system, maintenance system, and application system. Information system mainly includes information collection, processing, information type, course material collection, and information query. The process of curriculum system mainly includes classroom teaching, teacher answering questions, student examination, group communication, and effect evaluation. Maintenance system mainly includes user maintenance, course maintenance, and campus office. The function system provides multimedia technical support and various application functions for the whole system. The three-dimensional teaching system of the university shows four characteristics. It has formed the curriculum system of college major and elective courses, compiled, and used a series of three-dimensional teaching materials and it promotes the effective integration of modern educational technology and curriculum teaching, and the advantages of classroom teaching and the second classroom complementary; A diversified curriculum evaluation system has been formed. The teaching system can be summarized as: curriculum setting, textbook collection, multimedia classroom teaching mode, autonomous learning mode, and curriculum evaluation [11]. The square diagram of the teaching function analysis system of Intelligent Technology University is shown in Figure 1, which further develops the teaching design of teaching media selection and combination in the course development of online education.Figure 1
Square diagram of teaching function analysis system of Intelligent technology University.The center of the design is the square array of teaching media function analysis, and the four surrounding ellipses contain the four main categories involved in media design, namely curriculum, teaching, resources, teachers, and students. Media design is divided into the following index dimensions: subject characteristics, teaching objectives, teaching content, information types, course materials, delivery style, support services, communication methods, audience, education market, resources and facilities, cost effectiveness, student characteristics, and teacher characteristics. In terms of the presentation of the course, the course should focus on the selection of appropriate presentation methods to carry the teaching content. For the teaching content of memorization, text is mainly displayed. For understanding and even other high-level teaching objectives, auxiliary pictures, videos, animations, and other learning content are needed to show the learning content, so that students can easily understand it. In order to ensure the efficiency of teaching and learning in distance education, interactive teaching is a very important factor. Therefore, media tools that can provide interactive teaching must be provided in media design, including online video conference system forum and online chat room. The combination of multimedia must meet the needs of teaching design and provide corresponding functions for the complete link of teaching in distance teaching. The complete teaching link includes preclass preview, real-time teaching, after-class review, homework contact, test, and other links. The characteristics of resource distance teaching are mainly the separation of teachers and students, and the separation of learners and geographical dispersion. Users are the users of media in distance education. Teachers are responsible for the formulation of teaching objectives and strategies, as well as the producers of teaching materials and the organizers and implementers [12]. Students are the object of the professor and the user of the distance teaching system. The design of all kinds of teaching media should be centered on maximizing students’ learning efficiency and accomplishing learning objectives.


### 3.2. Infrastructure Layer

The network adopts distributed unstructured topology, and the physical or logical interconnection between computing units and the topology structure is in distributed system. In this model, each node’s request is broadcast to all its directly connected nodes. If none of these nodes has the requested file, these nodes will continue to broadcast the request to all nodes directly connected to them until the requested file is found or the number of broadcasts exceeds a certain value. Performance can be improved by setting the parameters in the request and caching the searched path [13]. A completely random graph is a link between nodes. The stable operation of distributed university network teaching management system cannot be separated from the support of network infrastructure constructed by TCP/IP network communication protocol. In the digital campus, the education information center, the distance education network, the office client, various servers, the network broadcast workstation, the monitoring host, and the digital classroom are all connected through the campus network center switch. The hardware network topology of the system is shown in Figure 2.Figure 2
Hardware network topology of the system.The network structure of the model consists of two parts: solid line and dotted line. The solid line is the old semidistributed network structure, and the dotted line is the improvement. Because of semidistributed topology, the structured peer-to-peer network model is further extended by introducing the concept of layers and integrating various network models. The key value query algorithm in the new network model provides better service for users on the basis of improving query efficiency by combining hash function hash table query algorithm and text fuzzy matching algorithm [14]. In this model, each node in the network is assigned a randomly generated one, and each node knows some of the other nodes in the network. When a file is shared on the network, a file is generated using some algorithm based on the content and name of the file, and the node that publishes the file routes the file to the node that it knows is closest to the file until the current node is the closest node to the file. All participating nodes keep a copy of this file. When a node sends a request for a file, the request is forwarded to the nearest node to the requested file until the node that actually owns the file is found. The file will then be passed to the original requester. According to the model protocol, the node can interact not only with the super node but also directly communicate with the peer node, as long as it has the following two conditions and saves or finds the location information of the other side, it can directly establish communication connection with the other side in the physical network. The advantage of this improvement is that the supermodel only needs to help establish a connection between peers when necessary and once the connection is successful, the supermodel is no longer useful.


### 3.3. Distributed Sensor Network Structure Teaching Management System

According to the different terminal conditions of the system, the development structure of the teaching management system can be divided into two modes: browser server mode and client server mode. They have their own characteristics and are the mainstream of the current information system platform development structure. In order to make the division of labor of developers clearer and improve the development efficiency, this system combines two modes: browser server mode and client server mode and adopts a multilayer distributed structure. This system uses incremental model for development; software is regarded as a variety of incremental components when designing, coding, integrating, and testing software. Each component is composed of multiple interacting modules, and specific functions can be realized at the same time [15]. After the component is implemented, the component is given to the customer for use. This ensures that customers have enough time to learn and adapt to new products quickly. The potential impact of the new software on users is greatly reduced. The system architecture is shown in Figure 3.Figure 3
Structure diagram of distributed sensor network structure teaching management system.This system uses platform and design pattern to appear after the service-oriented architecture, in order to realize the service-oriented architecture research. In the traditional architecture, the idea of service-oriented architecture is introduced, and a four-tier architecture that supports service-oriented architecture can be obtained. As the service object of the system, the client layer can be the browser, application program, or other application programs. The server client uses in the search for the service it needs, and the address of the service and the corresponding file are returned. The information needed to invoke the service, such as the method in the service, the parameters needed to invoke the method, the data type of the method, and the terminal information, is obtained by the service requester [16]. The service requester obtains the customer call code according to the file and empowers the code in the client program to realize the service invocation. Service layer the components of the key layers that implement a service-oriented architecture include the following: message server, server, service component, and response server layers. The server layer is the core part of the whole business processing, and the application server is its main carrier, which mainly covers containers and containers. The container can provide a running environment and can receive user requests. At the same time, it can call the calling component to realize specific business processing [17]. The server can receive the external data by using the access interface provided by the container and perform the specific work by the internal data. The implementation and system integration optimization of service-oriented architecture can provide a very powerful technical support and provide a very complete solution.


### 3.4. The Process of Distributed Structure Teaching System Execution

Distributed structure teaching management system execution process, the user starts the client program; the client program and the application server generated a connection to the client from the application server to obtain a data supply interface. The program according to the client request to the database to retrieve data, first of all to establish a data communication, and the data packaging package, and then the data transfer to the client. After receiving the packet, the client program decomposes the packet and then displays the data to the user. Users can update the database by interacting with the client program. Finally, the client program submits the update of data to the application server as the response information to the user’s request [18]. The application server breaks up the received packets and then adds these data updates to the server’s transaction catalog. When the application server completes the data update process, it returns the unupdatable data to the client, and the user takes a further step. After the client receives the data that cannot be processed by the application server, it processes the data again, and after correction, it can be handed over to the application server for processing again. Application server generally has intensive data communication with database server [19]. Application server is the key of multilayer distributed structure system. Its main function is to exchange data to complete the application business logic and application rules.


### 3.5. Application Rendering Effects

The experiment first opened the super node, opened a client application, and logged in to the super node for teaching video selection. Finally, the traffic monitoring window of the super node and the client is displayed. After the second client and the third client are connected, when the client completes the data cache and can officially play the video data, the transmission traffic of the super node and the client are, respectively, shown in Figure4.Figure 4
Traffic diagram between the super node and the client.As can be seen from the figure, the client provides certain upload data for the system, which significantly reduces the upload load of the super node, and the downlink traffic of the super node has significantly reduced. After completing the test in the LAN, the transmission traffic changes of the super node and the client segment are arranged in the table when the system is connected to one, two, and three clients, respectively, during the normal operation. When each client segment is connected, the response time of the super node is arranged as shown in Figure5.Figure 5
Response time arrangement diagram of the super node.According to the data, the average upload rate of the super node is 41 when only one client is connected. When three users are connected, the average upload rate of the server is. At the same time, it can be found that when there is only one client access, the user directly connects to the server, and the whole system can be regarded as a typical structure. Therefore, if the whole video teaching system adopts the structural system assumption, when three users are connected, the average download rate of the server should be twice that of one user. From the comparison of the above results, it can be seen that in the structured teaching video streaming system, the increase of the average upload rate of the super node is much smaller than that of the server in the structured system. When multiple nodes are connected, the client nodes provide the response upload service while downloading. In addition, the more A-nodes, the more data is uploaded, and the client nodes in the network cannot provide any upload service. The teaching video system with distributed structure is adopted, and the response time of super node to client connection request is reasonable. The response time of each additional client does not change much, so the system performance is good.


## 3.1. Intelligent University Teaching Management System

This paper explores the construction of teaching management system supported by intelligent technology. According to its composition, the system is divided into information system, curriculum system, maintenance system, and application system. Information system mainly includes information collection, processing, information type, course material collection, and information query. The process of curriculum system mainly includes classroom teaching, teacher answering questions, student examination, group communication, and effect evaluation. Maintenance system mainly includes user maintenance, course maintenance, and campus office. The function system provides multimedia technical support and various application functions for the whole system. The three-dimensional teaching system of the university shows four characteristics. It has formed the curriculum system of college major and elective courses, compiled, and used a series of three-dimensional teaching materials and it promotes the effective integration of modern educational technology and curriculum teaching, and the advantages of classroom teaching and the second classroom complementary; A diversified curriculum evaluation system has been formed. The teaching system can be summarized as: curriculum setting, textbook collection, multimedia classroom teaching mode, autonomous learning mode, and curriculum evaluation [11]. The square diagram of the teaching function analysis system of Intelligent Technology University is shown in Figure 1, which further develops the teaching design of teaching media selection and combination in the course development of online education.Figure 1
Square diagram of teaching function analysis system of Intelligent technology University.The center of the design is the square array of teaching media function analysis, and the four surrounding ellipses contain the four main categories involved in media design, namely curriculum, teaching, resources, teachers, and students. Media design is divided into the following index dimensions: subject characteristics, teaching objectives, teaching content, information types, course materials, delivery style, support services, communication methods, audience, education market, resources and facilities, cost effectiveness, student characteristics, and teacher characteristics. In terms of the presentation of the course, the course should focus on the selection of appropriate presentation methods to carry the teaching content. For the teaching content of memorization, text is mainly displayed. For understanding and even other high-level teaching objectives, auxiliary pictures, videos, animations, and other learning content are needed to show the learning content, so that students can easily understand it. In order to ensure the efficiency of teaching and learning in distance education, interactive teaching is a very important factor. Therefore, media tools that can provide interactive teaching must be provided in media design, including online video conference system forum and online chat room. The combination of multimedia must meet the needs of teaching design and provide corresponding functions for the complete link of teaching in distance teaching. The complete teaching link includes preclass preview, real-time teaching, after-class review, homework contact, test, and other links. The characteristics of resource distance teaching are mainly the separation of teachers and students, and the separation of learners and geographical dispersion. Users are the users of media in distance education. Teachers are responsible for the formulation of teaching objectives and strategies, as well as the producers of teaching materials and the organizers and implementers [12]. Students are the object of the professor and the user of the distance teaching system. The design of all kinds of teaching media should be centered on maximizing students’ learning efficiency and accomplishing learning objectives.


## 3.2. Infrastructure Layer

The network adopts distributed unstructured topology, and the physical or logical interconnection between computing units and the topology structure is in distributed system. In this model, each node’s request is broadcast to all its directly connected nodes. If none of these nodes has the requested file, these nodes will continue to broadcast the request to all nodes directly connected to them until the requested file is found or the number of broadcasts exceeds a certain value. Performance can be improved by setting the parameters in the request and caching the searched path [13]. A completely random graph is a link between nodes. The stable operation of distributed university network teaching management system cannot be separated from the support of network infrastructure constructed by TCP/IP network communication protocol. In the digital campus, the education information center, the distance education network, the office client, various servers, the network broadcast workstation, the monitoring host, and the digital classroom are all connected through the campus network center switch. The hardware network topology of the system is shown in Figure 2.Figure 2
Hardware network topology of the system.The network structure of the model consists of two parts: solid line and dotted line. The solid line is the old semidistributed network structure, and the dotted line is the improvement. Because of semidistributed topology, the structured peer-to-peer network model is further extended by introducing the concept of layers and integrating various network models. The key value query algorithm in the new network model provides better service for users on the basis of improving query efficiency by combining hash function hash table query algorithm and text fuzzy matching algorithm [14]. In this model, each node in the network is assigned a randomly generated one, and each node knows some of the other nodes in the network. When a file is shared on the network, a file is generated using some algorithm based on the content and name of the file, and the node that publishes the file routes the file to the node that it knows is closest to the file until the current node is the closest node to the file. All participating nodes keep a copy of this file. When a node sends a request for a file, the request is forwarded to the nearest node to the requested file until the node that actually owns the file is found. The file will then be passed to the original requester. According to the model protocol, the node can interact not only with the super node but also directly communicate with the peer node, as long as it has the following two conditions and saves or finds the location information of the other side, it can directly establish communication connection with the other side in the physical network. The advantage of this improvement is that the supermodel only needs to help establish a connection between peers when necessary and once the connection is successful, the supermodel is no longer useful.


## 3.3. Distributed Sensor Network Structure Teaching Management System

According to the different terminal conditions of the system, the development structure of the teaching management system can be divided into two modes: browser server mode and client server mode. They have their own characteristics and are the mainstream of the current information system platform development structure. In order to make the division of labor of developers clearer and improve the development efficiency, this system combines two modes: browser server mode and client server mode and adopts a multilayer distributed structure. This system uses incremental model for development; software is regarded as a variety of incremental components when designing, coding, integrating, and testing software. Each component is composed of multiple interacting modules, and specific functions can be realized at the same time [15]. After the component is implemented, the component is given to the customer for use. This ensures that customers have enough time to learn and adapt to new products quickly. The potential impact of the new software on users is greatly reduced. The system architecture is shown in Figure 3.Figure 3
Structure diagram of distributed sensor network structure teaching management system.This system uses platform and design pattern to appear after the service-oriented architecture, in order to realize the service-oriented architecture research. In the traditional architecture, the idea of service-oriented architecture is introduced, and a four-tier architecture that supports service-oriented architecture can be obtained. As the service object of the system, the client layer can be the browser, application program, or other application programs. The server client uses in the search for the service it needs, and the address of the service and the corresponding file are returned. The information needed to invoke the service, such as the method in the service, the parameters needed to invoke the method, the data type of the method, and the terminal information, is obtained by the service requester [16]. The service requester obtains the customer call code according to the file and empowers the code in the client program to realize the service invocation. Service layer the components of the key layers that implement a service-oriented architecture include the following: message server, server, service component, and response server layers. The server layer is the core part of the whole business processing, and the application server is its main carrier, which mainly covers containers and containers. The container can provide a running environment and can receive user requests. At the same time, it can call the calling component to realize specific business processing [17]. The server can receive the external data by using the access interface provided by the container and perform the specific work by the internal data. The implementation and system integration optimization of service-oriented architecture can provide a very powerful technical support and provide a very complete solution.


## 3.4. The Process of Distributed Structure Teaching System Execution

Distributed structure teaching management system execution process, the user starts the client program; the client program and the application server generated a connection to the client from the application server to obtain a data supply interface. The program according to the client request to the database to retrieve data, first of all to establish a data communication, and the data packaging package, and then the data transfer to the client. After receiving the packet, the client program decomposes the packet and then displays the data to the user. Users can update the database by interacting with the client program. Finally, the client program submits the update of data to the application server as the response information to the user’s request [18]. The application server breaks up the received packets and then adds these data updates to the server’s transaction catalog. When the application server completes the data update process, it returns the unupdatable data to the client, and the user takes a further step. After the client receives the data that cannot be processed by the application server, it processes the data again, and after correction, it can be handed over to the application server for processing again. Application server generally has intensive data communication with database server [19]. Application server is the key of multilayer distributed structure system. Its main function is to exchange data to complete the application business logic and application rules.


## 3.5. Application Rendering Effects

The experiment first opened the super node, opened a client application, and logged in to the super node for teaching video selection. Finally, the traffic monitoring window of the super node and the client is displayed. After the second client and the third client are connected, when the client completes the data cache and can officially play the video data, the transmission traffic of the super node and the client are, respectively, shown in Figure4.Figure 4
Traffic diagram between the super node and the client.As can be seen from the figure, the client provides certain upload data for the system, which significantly reduces the upload load of the super node, and the downlink traffic of the super node has significantly reduced. After completing the test in the LAN, the transmission traffic changes of the super node and the client segment are arranged in the table when the system is connected to one, two, and three clients, respectively, during the normal operation. When each client segment is connected, the response time of the super node is arranged as shown in Figure5.Figure 5
Response time arrangement diagram of the super node.According to the data, the average upload rate of the super node is 41 when only one client is connected. When three users are connected, the average upload rate of the server is. At the same time, it can be found that when there is only one client access, the user directly connects to the server, and the whole system can be regarded as a typical structure. Therefore, if the whole video teaching system adopts the structural system assumption, when three users are connected, the average download rate of the server should be twice that of one user. From the comparison of the above results, it can be seen that in the structured teaching video streaming system, the increase of the average upload rate of the super node is much smaller than that of the server in the structured system. When multiple nodes are connected, the client nodes provide the response upload service while downloading. In addition, the more A-nodes, the more data is uploaded, and the client nodes in the network cannot provide any upload service. The teaching video system with distributed structure is adopted, and the response time of super node to client connection request is reasonable. The response time of each additional client does not change much, so the system performance is good.


## 4. Evaluation of Teaching Effect of Distributed Network University Curriculum

Teaching experiment is a good way to test whether the teaching model is effective and feasible. According to the description of the functional objectives of the distributed teaching model, this paper tested whether the teaching model could enable learners to effectively achieve the goal of mastering the knowledge of geography. It also tested whether the teaching model could promote the development of learners’ consciousness ability, such as autonomous analysis, cooperation and communication, and tool application. Combined with the teaching model construction procedure, this part aims to test the actual achievement of functional objectives by designing teaching experiments and questionnaires. The object of this experiment is two classes in a university, and there is not much difference in the grades of each class. In the process of the experiment, Class A as the control class adopts the traditional teaching mode, and Class B as the experimental class adopts the distributed teaching mode.


### 4.1. Mastery of Subject Knowledge

Different teaching models were used to analyze the experiment. The subjects of two classes were tested by test questions, and the relevant data of comprehensive development of students in the experimental class under the distributed teaching mode were collected by questionnaires. In this experiment, the posttest scores and students’ comprehensive development were taken as the dependent variable. After the end of the teaching experiment, the effect test was conducted immediately, and the knowledge mastery of the teaching content was tested, as shown in Figure6.Figure 6
Statistical chart of knowledge mastery of teaching content.It can be seen from the figure that the control class has 4 more students than the experimental class when comparing the scores below 60. Compared with the passing score of 60-70 points, the control class has 4 more students than the experimental class. In the 70-80 medium score, the control class has 4 less people than the experimental class; in the 80-90 good score, the control class has 3 less people than the experimental class. There are 3 fewer students in the control class than in the experimental class. Compared with the control class in terms of the lowest score and the highest score, the experimental class is higher than the control class, the lowest score is 7 points higher, and the highest score is 4 points higher; from the average analysis, the experimental class is 75.62 points, the control class is 70.53 points, and the experimental class is 5.09 points more than the control class. So it can be seen that the use of distributed teaching mode can improve the learning performance is more conducive to promote students’ mastery of subject knowledge. In addition, I talked with some students after class and found that they could maintain a high interest in learning and pay more attention than traditional classes, which reflected the advantages of distributed teaching mode in improving classroom effect.


### 4.2. Self-Analysis Ability

Promoting the development of students’ independent analysis ability in the teaching process is an important aspect of this model. The good development of independent analysis ability needs the support of corresponding conditions, the opportunity to participate in problem solving and independent thinking, and a high willingness to participate in learning. Secondly, the optimization of learning methods is guaranteed to realize the form of independent cooperation in learning. The statistical data of the questionnaire is shown in Figure7.Figure 7
The results of the questionnaire statistics were analyzed.According to the analysis of the statistical results, in terms of conditional support, 63.2% of the students think that the opportunities to think independently and participate in problem solving are significantly increased under this teaching model, and 57.6% of the students think that the opportunities to express their own opinions in the learning process are slightly increased compared with the traditional classroom. 46.5% and 35.2% of the students were very and relatively willing to accept this way of learning, respectively. In terms of the guarantee of learning methods, more than 60% of the students who adopt autonomous and cooperative learning methods think that it is significantly helpful to promote knowledge understanding and mastery, and the majority of the students think that this learning method is helpful to improve the ability of independent analysis. The learning mode of autonomous cooperation provides students with more opportunities to participate in problem solving, which is conducive to deepening students’ understanding of geographic knowledge. This teaching mode provides a good condition for the cultivation of the ability of independent analysis, which is of positive significance to improve the ability of independent analysis.


### 4.3. Awareness of Cooperation and Exchange

Teaching quality is mainly reflected by students’ awareness of cooperation, communication, cooperation, and communication skills. Before individual interaction, students should be allowed to interact independently. In the distributed learning community, self-exploration is carried out according to the topic task, and the task goal is perceived to form their own cognitive understanding. In this process, we should think about how to express our ideas clearly and record the goals or related problems that cannot be completed on the basis of original cognition in a visual way, so as to form a clear interactive goal. The survey data of students’ cooperation and communication awareness are shown in Figure8.Figure 8
Student cooperative communication consciousness analysis chart.According to the data analysis, in terms of cooperation and communication awareness, 66.3% of the students think that cooperation is very important in their study and life, 45.5% think it is very necessary, and 41% think it is necessary to learn and communicate with others. The vast majority of students are willing to share their own knowledge and opinions in the process of learning, but also willing to think and discuss the common problems. In terms of cooperation and communication skills, 56.5% of the students think that they provide some help to solve collective problems. Most of them listen to others’ opinions carefully in cooperation and communication, which shows that students can actively contribute their own strength to team cooperation and create a harmonious atmosphere. These behaviors are all manifestations of good cooperation skills. In addition, in terms of cooperation and exchange benefits, only 26.1% of the students felt that their expression ability had been significantly improved in the discussion of participating problems, reflecting that a teaching activity had no significant impact on the development of students’ expression ability. Analysis of the data shows that teamwork improves enthusiasm and commitment to learning. 57.8% of the students feel that there is an obvious atmosphere of mutual promotion and common improvement in the cooperative learning. The results of the overall analysis of the data show that the teaching model has a positive impact on promoting the development of students’ cooperation and communication quality.


### 4.4. Evaluation of Teaching Effect of Network Course Setting

A university existing network courses, quality courses, and other network courses. Considering the representativeness and demonstration of the courses, a total of national and provincial excellent courses were selected to test the evaluation index system, and all the excellent courses were inspected annually at the end of each year. Through inspection and testing from 2018 to 2021, all high-quality courses above provincial level have met the qualified requirements, and a number of well-built high-quality online courses have been selected. The evaluation results are shown in Figure9.Figure 9
Network quality course evaluation results.The inspection and test of the annual inspection and course evaluation of high-quality courses at or above the provincial level from 2018 to 2021 greatly promoted the further construction of online courses and standardized the process management of online courses. Through the timely feedback of the inspection results, it helps the network course builders to find the deficiencies in the course construction, comprehensively promotes the process of network course construction, and has been affirmed and praised by the majority of teachers and students, laying a good foundation for the future construction of a unified platform for network teaching resources.


## 4.1. Mastery of Subject Knowledge

Different teaching models were used to analyze the experiment. The subjects of two classes were tested by test questions, and the relevant data of comprehensive development of students in the experimental class under the distributed teaching mode were collected by questionnaires. In this experiment, the posttest scores and students’ comprehensive development were taken as the dependent variable. After the end of the teaching experiment, the effect test was conducted immediately, and the knowledge mastery of the teaching content was tested, as shown in Figure6.Figure 6
Statistical chart of knowledge mastery of teaching content.It can be seen from the figure that the control class has 4 more students than the experimental class when comparing the scores below 60. Compared with the passing score of 60-70 points, the control class has 4 more students than the experimental class. In the 70-80 medium score, the control class has 4 less people than the experimental class; in the 80-90 good score, the control class has 3 less people than the experimental class. There are 3 fewer students in the control class than in the experimental class. Compared with the control class in terms of the lowest score and the highest score, the experimental class is higher than the control class, the lowest score is 7 points higher, and the highest score is 4 points higher; from the average analysis, the experimental class is 75.62 points, the control class is 70.53 points, and the experimental class is 5.09 points more than the control class. So it can be seen that the use of distributed teaching mode can improve the learning performance is more conducive to promote students’ mastery of subject knowledge. In addition, I talked with some students after class and found that they could maintain a high interest in learning and pay more attention than traditional classes, which reflected the advantages of distributed teaching mode in improving classroom effect.


## 4.2. Self-Analysis Ability

Promoting the development of students’ independent analysis ability in the teaching process is an important aspect of this model. The good development of independent analysis ability needs the support of corresponding conditions, the opportunity to participate in problem solving and independent thinking, and a high willingness to participate in learning. Secondly, the optimization of learning methods is guaranteed to realize the form of independent cooperation in learning. The statistical data of the questionnaire is shown in Figure7.Figure 7
The results of the questionnaire statistics were analyzed.According to the analysis of the statistical results, in terms of conditional support, 63.2% of the students think that the opportunities to think independently and participate in problem solving are significantly increased under this teaching model, and 57.6% of the students think that the opportunities to express their own opinions in the learning process are slightly increased compared with the traditional classroom. 46.5% and 35.2% of the students were very and relatively willing to accept this way of learning, respectively. In terms of the guarantee of learning methods, more than 60% of the students who adopt autonomous and cooperative learning methods think that it is significantly helpful to promote knowledge understanding and mastery, and the majority of the students think that this learning method is helpful to improve the ability of independent analysis. The learning mode of autonomous cooperation provides students with more opportunities to participate in problem solving, which is conducive to deepening students’ understanding of geographic knowledge. This teaching mode provides a good condition for the cultivation of the ability of independent analysis, which is of positive significance to improve the ability of independent analysis.


## 4.3. Awareness of Cooperation and Exchange

Teaching quality is mainly reflected by students’ awareness of cooperation, communication, cooperation, and communication skills. Before individual interaction, students should be allowed to interact independently. In the distributed learning community, self-exploration is carried out according to the topic task, and the task goal is perceived to form their own cognitive understanding. In this process, we should think about how to express our ideas clearly and record the goals or related problems that cannot be completed on the basis of original cognition in a visual way, so as to form a clear interactive goal. The survey data of students’ cooperation and communication awareness are shown in Figure8.Figure 8
Student cooperative communication consciousness analysis chart.According to the data analysis, in terms of cooperation and communication awareness, 66.3% of the students think that cooperation is very important in their study and life, 45.5% think it is very necessary, and 41% think it is necessary to learn and communicate with others. The vast majority of students are willing to share their own knowledge and opinions in the process of learning, but also willing to think and discuss the common problems. In terms of cooperation and communication skills, 56.5% of the students think that they provide some help to solve collective problems. Most of them listen to others’ opinions carefully in cooperation and communication, which shows that students can actively contribute their own strength to team cooperation and create a harmonious atmosphere. These behaviors are all manifestations of good cooperation skills. In addition, in terms of cooperation and exchange benefits, only 26.1% of the students felt that their expression ability had been significantly improved in the discussion of participating problems, reflecting that a teaching activity had no significant impact on the development of students’ expression ability. Analysis of the data shows that teamwork improves enthusiasm and commitment to learning. 57.8% of the students feel that there is an obvious atmosphere of mutual promotion and common improvement in the cooperative learning. The results of the overall analysis of the data show that the teaching model has a positive impact on promoting the development of students’ cooperation and communication quality.


## 4.4. Evaluation of Teaching Effect of Network Course Setting

A university existing network courses, quality courses, and other network courses. Considering the representativeness and demonstration of the courses, a total of national and provincial excellent courses were selected to test the evaluation index system, and all the excellent courses were inspected annually at the end of each year. Through inspection and testing from 2018 to 2021, all high-quality courses above provincial level have met the qualified requirements, and a number of well-built high-quality online courses have been selected. The evaluation results are shown in Figure9.Figure 9
Network quality course evaluation results.The inspection and test of the annual inspection and course evaluation of high-quality courses at or above the provincial level from 2018 to 2021 greatly promoted the further construction of online courses and standardized the process management of online courses. Through the timely feedback of the inspection results, it helps the network course builders to find the deficiencies in the course construction, comprehensively promotes the process of network course construction, and has been affirmed and praised by the majority of teachers and students, laying a good foundation for the future construction of a unified platform for network teaching resources.


## 5. Conclusion

In the rapid development of network technology and network teaching is widely advocated, many schools have established teaching website to use for distance teaching. Gradually tend to be more open in the information society, the teaching environment, learning time, and space no longer delay to the traditional classroom, classroom learning medium no longer constrained by the teaching material books, and visible under the traditional teaching is difficult to comply with the theme of the learning characteristics of The Times; in this paper, we study design based on the network teaching model of sensor technology and realize the video teaching part of the model. The teaching video system with distributed structure is adopted, and the response time of super node to client connection request is reasonable. Paper studied the network node using a distributed structure will bring a lot to the realization of the teaching model of convenience, and will conform to the information age cognitive characteristics of distributed cognition theory into teaching, creating an open teaching environment, further deepen cooperation study way the technique is applied to network teaching system can well solve the problem of network teaching resources sharing and user interaction. Based on this model, a case study is designed to conduct a comparative teaching experiment. Through case practice and survey data, it is found that this model can promote the mastery of discipline knowledge, improve the ability of independent analysis, enhance the awareness of cooperation and communication, and strengthen the awareness of using cognitive tools. There are still some imperfections in the overall design of the system. In the future, we will study the one-to-one form of commands in the subsystem, the limit of command length in bytes, and the extension is always limited. It will be extended to one-to-many and many-to-many forms to further improve the generality of the system.



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*Source: 2395417-2022-09-17.xml*