JP6722913B1 - Slow reading learning system - Google Patents

Abstract

PROBLEM TO BE SOLVED: To enable students and students to perform asynchronous slow-reading learning and mutual evaluations after school or on holidays, which is convenient for computers, to automate evaluation aggregation and feedback to each student and student, Provide a slow-reading learning system that minimizes the work load on teachers. SOLUTION: (i) a text recording means for recording the text of a small story for which a subheading and a summary are created, (ii) a student recording means for recording a list of students, and (iii) for the small story. And a subheading/summary sentence creating/recording means for creating and recording a subheading/summary sentence. [Selection diagram] Figure 1

Description

The present invention relates to a system for efficiently performing slow reading learning, which is useful for improving reading comprehension.

Although it is required to improve learning outcomes at educational sites such as schools, in reality, many students and students are unable to keep up with the lessons and are failing. There are many possible reasons, but it is pointed out that there are many students who are in a state where it is difficult to understand sentences accurately and logically. I cannot expect the correct answers from students who cannot understand the purpose of the problem statement.
With the development of AI in recent years, it is feared that many jobs will be replaced by computers and a large number of unemployed people will be born. Therefore, it is important to acquire skills that cannot be replaced by AI. (Non-patent document 1)

Slow reading is attracting attention as the acquisition of skills to understand sentences accurately and logically. This is a continuous reading of a relatively short sentence, giving a title like a subheading, and making a sentence summarizing to about 100 characters, like one day of a serialized novel in a newspaper. Is to do. It is useful for learning skills that are difficult with the current AI, such as understanding and masticating the content and converting it into another concise expression with the same meaning. (Non-patent document 2)
Furthermore, it is also useful for another student to evaluate the subheadings and summary sentences given by one student. For the student, being evaluated by other students encourages not only correction of misunderstandings but also improvement of more appropriate subheading and summary writing. In addition, even for the evaluated students, by knowing the subheadings and the summary sentences given by other students to the same task sentence, the students can obtain hints for reflection and improvement for the subheadings and the summary sentences that they have attached. Furthermore, if the correlation between the evaluation given by oneself and the evaluation given by another student is known, it can be a chance to know the bias of one's understanding.
Prior art documents related to this application are as follows.

AI vs children who cannot read textbooks Noriko Arai Toyo Keizai Shimbun "Recommendations for learning" by the legendary Nada school Japanese language teacher Take Hashimoto PHP Library

Although it is known that slow reading learning is useful, when actually trying to do it in a school class, as shown in Non-Patent Document 2, one paperback book will be taught over three years. Since there are many other issues to be taught, it seems that it is difficult to actually teach as a lesson at a general school, even if it is an advanced school competing for 1 or 2 nationwide. Especially, it takes a lot of time and effort to analyze the evaluation between students attached to the subheadings and the abstract.

The present invention has been made to solve the above-mentioned conventional problems, and an object of the present invention is to utilize a computer network to allow students and students to take advantage of asynchronous slow-reading learning after school or on holidays. The goal is to enable mutual evaluation, automate evaluation aggregation and feedback to each student, and provide a slow-reading learning system that minimizes the workload on teachers.

The slow-reading learning system according to claim 1, which is a means for achieving the above-mentioned object, wherein in the slow-reading learning system, (i) a text recording means for recording a text of an ilustration for which a subheading and a summary sentence are to be created; (ii) a student recording means for recording a list of students, and (iii) a subheading/summary statement creating/recording means for creating and recording a subheading and a summary sentence for each of the students for the story. ) Evaluating means by which other students evaluate the subheadings and abstracts created by the students, and (v) evaluation feedback means for feeding back the validity of the evaluation made by the other students. It is characterized by

In the slow-reading learning system according to claim 2, in the slow-reading learning system according to claim 1, another student evaluates and gives the subheading and the summary sentence created and recorded by the other student . It is characterized in that a subheading for recording an evaluation value and a summary sentence evaluation means are provided.

According to a third aspect of the slow reading learning system, in the second aspect of the slow reading learning system, the text recording means records a plurality of text titles and makes them selectable.

The slow reading learning system according to claim 4 is characterized in that, in the slow reading learning system according to any one of claims 2 to 3, the subheading/abstract sentence evaluation means can appropriately select a student to be evaluated. ..

In the slow-reading learning system according to claim 5, in the slow-reading learning system according to any one of claims 2 to 4, the subheadline and the summary sentence evaluation means are evaluated by the other students , and the evaluation values assigned are given. It is characterized in that the average value can be calculated

The slow leading learning system according to claim 6, wherein in slow leading learning system according to any one of claims 2-5, wherein the evaluation feedback means, subheadings, in summary evaluation unit, students themselves the subheading, the summary and evaluation value went against performs the other student evaluation, displayed together average grant evaluation value is recorded, subheadings by evaluation students, further comprising a feedback means for evaluation of the summary Characterize.

In the slow-reading learning system according to claim 7, in the slow-reading learning system according to claim 6 , the feedback means for the evaluation of the subheadings and summary sentences by the evaluation students relates to all the trainees except the trainee himself. It is characterized in that it is possible to obtain the validity between the evaluation given by the learner himself and the average value of the evaluations given by the other learners to the subtitle and the abstract of the story .

In the slow-reading learning system according to claim 8, in the slow-reading learning system according to any one of claims 2 to 7, the subheading/abstract sentence evaluation means enables a teacher to directly record the evaluation as needed. It is characterized by having done.

In the slow reading learning system according to the first aspect, since the text recording means is provided, the text of the small story for which the subheading and the summary are to be created is recorded.
Since the student recording means is provided, a list of students is recorded.
Since the subheading and the summary sentence creation/recording means is provided, the subheading and the summary sentence are created and recorded for the story.

In the slow reading learning system according to the second aspect, since the subheadline and the summary sentence evaluation means are provided, another student evaluates the created and recorded subheadline and the summary sentence, and records the assigned evaluation value.

In the slow reading learning system according to claim 3, the text recording means records a plurality of text titles and is selectable.

In the slow reading learning system according to the fourth aspect, the subheading/abstract sentence evaluation means can appropriately select a student to be evaluated.

In the slow reading learning system according to the fifth aspect, the subheadline/abstract sentence evaluation means is capable of calculating the average value of the evaluation values given by the other students.

In the slow-reading learning system according to claim 6, since the feedback means for evaluating the subheading and the summary is provided, the evaluation value performed by the student who has evaluated the subheading and the summary and the evaluation by the other student. The average value of the assigned evaluation values is also displayed and recorded.

In the slow-reading learning system according to claim 7, feedback means for evaluation of subheadings and summary sentences by the evaluation student is given to subtitles and summary sentences of other students regarding the story of the evaluation student as needed. It is possible to obtain the correlation coefficient between the evaluation and the average value of the evaluations given by all the evaluation students for each of the subheadings and the summary sentences of the other students.

In the slow reading learning system according to the eighth aspect, the subheading/abstract sentence evaluation means enables the teacher to directly record the evaluation as required.

It is explanatory drawing of a text recording means. (A) is a case where only one text title is used, and (b) is a case where a plurality of text titles are used. It is explanatory drawing of a student recording means. It is explanatory drawing of the subheading and a summary sentence preparation recording means by a student. It is explanatory drawing of the subheading and a summary sentence evaluation means by another student. It is explanatory drawing of the feedback means of the evaluation of a subheading and a summary by an evaluation student.

FIG. 1 is an explanatory diagram of the text recording means of the present invention.
(A) is a case where only one text title is used, and (b) is a case where a plurality of text titles are used.
Although there is no particular limitation on the text title, it is difficult to use subscripts and abstracts if the length of each story is uneven, so the length of each story is fixed, such as serial novels such as newspapers. Is preferred.
Also, it goes without saying that there are few problems when the copyright has disappeared or the public domain declaration has been made. Of course, the text title may be adopted with the permission of the copyright holder.
It is also useful to adopt a plurality of text titles and appropriately use them, as in (b).
When recording the text, the text of each episode may be converted into an object and managed by an object RDB (relational database) such as a text title, a small story, and a text object. It may be managed in a folder file for each title.

FIG. 2 is an explanatory diagram of the student recording means.
In this figure, management is performed by organization name, class, student ID#, and student name.
For the sake of convenience of explanation, the school name and class name are shown as character strings, but in the actual record, it is possible to create a master file for each school name and class name and manage them by school name ID# and class name ID#. It is useful.
As for the hierarchy of school, class name, etc., upper hierarchy may be set according to prefecture, country, etc., if necessary, and the organization name is not necessary if it is limited to one school.
When recruiting students from the general public, they may be managed only by student ID# and student name.

FIG. 3 is an explanatory diagram of a subheading and a summary sentence creating/recording unit of the story created by each student for each story.
The created subheadings and abstracts are recorded for each text title, story ID#, and student ID#. When recording the subheadings and abstracts, the texts of the subheadings and abstracts are converted into objects and managed in an object RDB (relational database) such as text titles, story IDs, student IDs, subheadings, and text objects of abstracts. Good, you may make the subheading and the text of the summary of each story into a file and manage it in a folder file for each story.
It is also useful to set the length of the abstract sentence to 90 characters or more and 100 characters or less in advance, and reject the record together with a warning for the abstract sentence that has deviated from the acceptable range. For convenience of explanation, the story ID# and student ID# are represented by character strings, but in actual recording, a master file is created for each story ID and student name, and management is possible with the story ID# and student ID#. It is useful.

FIG. 4 is an explanatory diagram of subheadings and summary sentence evaluation means by other students.
Another student evaluates the subheading and the summary sentence for each student and each story recorded in FIG. 3.
In FIG. 4, a five-level evaluation of 1 to 5 is used, but 0 to 100 points or the like may be used. The students to be evaluated may be all the students other than the students who have created the subheadings and the summary, or may be limited to some of the students extracted by random numbers or the like if the number is too large. This optimizes the work load of the students to be evaluated.
The average value is indispensable for the obtained evaluation, but if necessary, statistics such as standard deviation and evaluation score ranking in the whole class are also useful.
Although it is possible to use only the teaching materials of the faculty members, informing the students who created the subheadings and abstracts will provide incentives for improvement.

FIG. 5 is an explanatory diagram of feedback means for evaluation of subheadings and summary sentences by evaluation students.
For each evaluated student, the average value of the evaluations given to the subtitles and summary sentences of the evaluated story and the evaluations made by other students to the same evaluation target are displayed together, and the two match. It is easy to grasp the degree.
The evaluated students can obtain their own improvement and hints for improvement through the work of reading and evaluating subheadings and abstracts created by other students.
In addition, it is useful to verify the validity of your own evaluation.
Understand the degree of agreement and correlation between general evaluation criteria and one's own evaluation criteria by obtaining the degree of agreement and correlation of own evaluation with other students' evaluations of subheadings and abstracts of the same story. be able to.
In FIG. 5, an evaluation about a certain student and a certain episode is displayed. However, if necessary, the evaluations given to the subheadings and summary sentences of other students regarding the relevant story of the evaluation student, and the above It is also useful to find a correlation coefficient between the average value of the evaluations given by all the evaluation students for the subheadings and summary sentences of the students.
If the evaluation performed by other students does not seem appropriate, a teacher or the like may separately perform evaluation and obtain the degree of coincidence and correlation between the teacher evaluation and the student's evaluation.

Although the embodiments have been described above, the specific configuration of the present invention is not limited to the above-described embodiments, and the present invention includes a design change and the like within a range not departing from the gist of the invention.
For example, as the text title/story, a series of series of series of stories, such as serialized novels, is illustrated, but a set of unrelated stories may be used. In addition to creating and evaluating subheadings and abstracts, you may add comments and commentary creation/evaluation.

Claims (8)

In the slow reading learning system,
(i) Text recording means for recording the text of the small story for which the subheading and the summary are to be created,
(ii) Student recording means for recording a list of students,
(iii) a subheading and a summary sentence creating/recording means for creating and recording a subheading and a summary sentence for each of the students for the story
(iv) evaluation means by which other students evaluate the subheadings and abstracts created by the students,
(v) A slow-reading learning system comprising evaluation feedback means for feeding back the validity of the evaluation performed by the other students .
2. The evaluation means comprises subheadings and summary sentence evaluation means for evaluating the created and recorded subheadings and summary sentences by other students, and recording the assigned evaluation values. Slow reading learning system described.
3. The slow reading learning system according to claim 2, wherein the text recording means records a plurality of text titles and makes them selectable.
The slow reading learning system according to any one of claims 2 to 3, wherein the subheading/summary sentence evaluation unit can appropriately select a student to be evaluated.
The slow reading learning system according to any one of claims 2 to 4, wherein the subheading/abstract sentence evaluation unit is capable of calculating an average value of evaluation values given by the other students and evaluated. The evaluation feedback means , in the subheading and summary sentence evaluation means, the average value of the evaluation value given by the student himself to the subheading and summary text and the average value of the evaluation values given by the other students. The slow reading learning system according to any one of claims 2 to 5, further comprising: feedback means for displaying and recording the subheadings and summary sentences by the evaluation students.
The feedback means for evaluation of subheadings and summary sentences by the evaluation students is, for each of all the trainees except the trainee himself, the evaluation given by the trainee himself to the subheadings and summary sentences of the corresponding story, and other trainees. 7. The slow reading learning system according to claim 6, wherein it is possible to obtain the validity between the average value of the evaluations given by and .
8. The slow reading learning system according to claim 2, wherein the subheading/abstract sentence evaluation means enables a teacher to directly record the evaluation as needed.