JP2004264874A - Storage medium for learning program - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To assist a person in acquiring thinking process for finding answers to exercises. <P>SOLUTION: This is a computer-readable recording medium in which a learning program to be carried out by a computer connected to a display device and to an inputting device is recorded. A step for showing problems, a step for presenting questions, a step for judging answers to questions, and a step for discriminating answers to exercises are carried out. <P>COPYRIGHT: (C)2004,JPO&NCIPI

Description

  The present invention relates to a recording medium on which a learning program suitable for supporting a learner's self-study is recorded.

With the development of computers, there has been proposed a learning support device that supports an exercise of an exercise problem in a form of interacting with a learner using a computer program as a tool for supporting self-study of a student (for example, see Patent Document 1). .
JP-A-5-197703

  However, the conventional learning program mainly presents a problem to a learner and determines whether the answer input by the learner is correct or not. If the learner fails to find an answer, the learner has to give up and see the correct answer. Learners are forced to think about how to find the answer to the problem by trying many problems, and conventional learning programs are insufficient in terms of efficiently increasing the ability to find the answer. It is. In order to enhance a learner's ability to find an answer, it is desirable that the learner acquire a certain thought process.

  Furthermore, learners who have failed to find an answer are often hindered from learning. In order not to disturb the willingness to learn, it is desirable that the learner learns with some form of support so that the learner who cannot find the answer can find the answer. As a result, it is expected that the learning efficiency is increased, the learning motivation is increased, and the ability is also improved.

  Furthermore, the language skills of learners have generally declined recently. The reality is that an increasing number of learners have problems with their ability to understand problem sentences correctly and understand what the problem requires. The conventional learning program does not consider such a problem.

  Accordingly, an object of the present invention is to provide a recording medium on which a learning program suitable for causing a learner to learn a thinking process for finding an answer to a problem is learned.

  Another object of the present invention is to provide a recording medium on which a learning program suitable for assisting in correctly understanding a question sentence and correctly understanding that a problem requires is recorded.

  Still another object of the present invention is to provide a recording medium recording a learning program that can assist a learner who cannot find an answer to a problem to find an answer.

  In order to achieve the above object, a recording medium according to the present invention is a computer-readable recording medium recording a learning program executed by a computer connected to a display device and an input device. The learning program includes: a question sentence presentation step of presenting a previously stored question sentence describing an exercise question on a screen of the display device; and creating an answer to the exercise question, which is stored in advance corresponding to the exercise question. A plurality of pre-ordered questions for verifying that the learner understands a plurality of items to be understood are sequentially presented on the screen, and the answers to the respective questions are input by the input device. And a question presenting step for asking the user to do so. Further, the learning program waits until the answer of the question is input from the input device every time each question is presented in the question presenting step, and is input when the answer of the question is input. Determine whether the answer to the question is correct based on the correct answer of the question stored in advance, and when it is determined that the answer to the input question is incorrect, present the correct answer on the screen. Step, the exercise in which the question presentation step and the question answer determination step are executed for the plurality of questions, and in which whether or not the answer to the exercise question input from the input device is correct is stored in advance. An exercise problem answer determination step of determining based on the correct answer of the problem is included.

  According to the recording medium of the present invention, a plurality of questions for verifying the understanding of a plurality of items (essential items) to be understood in order to find the answer to the exercise are presented to the learner in a certain order. If the learner fails to answer any of the questions correctly, the correct answer to the question is presented, so that the learner can understand the plurality of essential items in order and find the answer to the exercise. It is desirable that the certain order is predetermined in accordance with the thinking process for finding the answer to the exercise.

  Preferably, the learning program further includes a score calculation step to be executed by a computer, wherein the score calculation step is determined in correspondence with each of the plurality of questions, and among the plurality of items related to the question. Item-specific score assigned to at least one of the items, a score previously assigned to the answer to the exercise, and the determination result by the question answer determination step for each of the plurality of answers to the plurality of questions, A score for the exercise is calculated based on the result of the exercise problem answer determination step for the answer to the exercise.

  In this way, even if the learner cannot find the answer to the exercise, it will be given a score for each of the questions for which the correct answer was entered, and will be understood to create the answer to the exercise. Scores that reflect the degree of the learner's understanding of multiple items to be obtained, so-called midpoints, are obtained.

  More preferably, in the question presenting step, when an elapsed time after any of the plurality of questions is presented exceeds a time limit before an answer to the question is input from the input device, the question Is displayed on the screen. Thereby, the learning time can be limited, and the learning efficiency can be improved. In addition, health concerns such as a decrease in visual acuity caused by viewing the display screen for a long time can be avoided.

  In another aspect of the recording medium according to the present invention, the learning program includes a question sentence presentation step of presenting a previously stored question sentence describing an exercise on a screen of the display device; At least one at least one for verifying that the learner understands a plurality of items that are stored in advance and that are substantially represented by the question sentence to be understood for preparing an answer to the exercise problem. Presenting a question on the screen, and a question presenting step for requesting that the answer to the question be input by the input device, and when the answer to the question is input, determine whether the answer to the input question is correct or not. The answer is determined based on the correct answer of the question stored in advance, and when it is determined that the answer of the input question is incorrect, a question answer determination step of presenting the correct answer on the screen. It is intended to include and-flops, a.

  According to the recording medium of the present invention, of a plurality of items (essential items) to be understood in order to find an answer to the exercise, an understanding of the essential items substantially expressed by the question sentence is made in the form of a question. Can be verified. If the learner does not understand even one of these essentials, the correct answer to the question will be presented, thus ensuring the learner's understanding. The essentials that are substantially expressed in the question sentence have the importance of being the first step in finding the answer to the exercise. ADVANTAGE OF THE INVENTION According to this invention, the learner who has weak Japanese language ability to understand a problem sentence can be made to surely understand such important matters. After the question presentation step and the question answer determination step, it may be further required to input an answer to the exercise.

  In another aspect of the recording medium according to the present invention, the learning program includes: a question sentence presentation step of presenting, on a screen of the display device, a question sentence describing an exercise question to a computer; A plurality of pre-ordered questions are stored in advance on the screen in order to verify that the learner understands a plurality of items that are correspondingly stored in advance and that are to be understood for preparing the answer to the exercise problem. And a question presenting step of requesting that an answer to each question be input by the input device.

  Further, the learning program waits for the answer of the question to be input from the input device every time each question is presented by the question presenting step to the computer, and when the answer of the question is input, Determine whether the answer to the input question is correct based on the correct answer of the question stored in advance, and when the answer to the input question is determined to be incorrect, present the correct answer on the screen. After the question answering step and the question presenting step and the question answering step are executed for the plurality of questions, it is stored in advance whether or not the answer to the exercise question input from the input device is correct. An exercise problem answer determination step of determining based on the correct answer of the exercise problem.

  Further, a plurality of steps to be passed by the learner in a predetermined order according to a predetermined order to reach the answer to the exercise problem are predetermined. At least one of the plurality of items to be understood is defined corresponding to each step. The question presenting step presents the plurality of questions in a fixed order according to the order of the plurality of items corresponding to the order of the steps.

  According to the invention described above, the plurality of questions for verifying the understanding of the plurality of items (essential items) to be understood in finding the answer to the exercise problem are determined by the order of the predetermined plurality of steps. It will be presented to the learner sequentially according to the order of a plurality of items to be done. Therefore, the learner repeats the thinking of finding the answer to the exercise problem through the same steps and the same order for multiple exercise problems, and learns a certain thinking process to find the answer to the exercise problem. Become.

  More specifically, the plurality of items to be understood include a plurality of first type items substantially represented by the question sentence and a plurality of second type items not represented by the question sentence. Wherein the plurality of stages includes a first stage group consisting of a plurality of stages each corresponding to at least one of the plurality of first type items, and the plurality of second type items. And a second stage group including a plurality of stages each corresponding to at least one of them. This allows the learner to perform a plurality of predetermined steps for a plurality of items to be understood which are substantially described in the question sentence and a plurality of items to be understood which are not described in the question sentence. Become understandable in order.

  More specifically, the plurality of questions include at least one question for pointing out a plurality of elements substantially related to the question sentence, to which the plurality of first-type items are related. include. This enables the learner to specifically understand the plurality of elements.

  In still another aspect of the recording medium according to the present invention, the learning program includes a question sentence presentation step of presenting a previously stored question sentence describing an exercise question on a screen of the display device; Presenting a plurality of pre-ordered questions to the screen in order to verify that the learner understands a plurality of items that are stored in advance and are to be understood for preparing the answer to the exercise problem. And a question presenting step for requesting input of an answer to each question by the input device. Further, the learning program waits until the answer of the question is input from the input device every time each question is presented in the question presenting step, and is input when the answer of the question is input. Determine whether the answer to the question is correct based on the correct answer of the question stored in advance, and when it is determined that the answer to the input question is incorrect, present the correct answer on the screen. And after the question presenting step and the question answer determining step are executed for the plurality of questions, a request is made to input an answer to the exercise problem from the input device, and the answer is input from the input device. An exercise problem answer determination step of determining whether the answer to the exercise problem is correct based on a correct answer of the exercise problem stored in advance. Further, the plurality of items to be understood include a plurality of first type items substantially represented by the question sentence, which are to be understood for preparing an answer to the exercise, and It includes at least one second type of matter that is not represented by the question sentence that should be understood for creation. The plurality of questions include at least one first type question for verifying understanding of the plurality of first type items, and the at least one second type question to be presented after the at least one question. At least one type 2 question is included to verify the understanding of the type item.

  Thereby, the learner is presented in a certain order with a plurality of items to be understood which are substantially described in the question sentence and a plurality of items to be understood which are not described in the question sentence. You will be able to understand with multiple questions or the correct answers displayed for them.

  More preferably, the learning program further includes a point calculation step, wherein the score calculation step is determined corresponding to each of the plurality of questions, and at least one of the plurality of items related to the question. The score for each item assigned to one of the items, the score previously assigned to the answer to the exercise, the result of the question answer determination step for each of the plurality of answers to the plurality of questions, and the exercise A score for the exercise is calculated based on the result of the exercise problem answer determination step for the answer. As a result, even if the learner cannot find the answer to the exercise problem, a score is given to each of the questions for which the correct answer is input, and a score reflecting the degree of the learner's understanding is obtained. Can be

  More preferably, in the question presenting step, when an elapsed time after any of the plurality of questions is presented exceeds a time limit before an answer to the question is input from the input device, the question Is displayed on the screen. As a result, the learning time can be limited at the question level, and the learning efficiency can be improved. In addition, since the learning time is limited at the question level, health concerns such as a decrease in visual acuity caused by viewing the display screen for a long time can be avoided at the question level.

  More specifically, in the exercise problem answer determination step, the elapsed time after requesting the input of the exercise problem answer exceeds the time limit before the answer to the exercise problem is input from the input device. Sometimes, the correct answer of the exercise is displayed on the screen. As a result, the learning time can be limited for each problem, and the learning efficiency can be improved. In addition, health concerns such as a decrease in visual acuity caused by viewing the display screen for a long time can be avoided.

  More specifically, the plurality of first-type items substantially represented by the question sentence include, in each of a plurality of common elements predetermined in common to a plurality of exercises, the plurality of common elements. Each of the exercises contains several common issues that should be understood.

  As a result, the above-mentioned plurality of questions includes questions for verifying that they understand the essentials regarding a plurality of common elements with respect to the plurality of exercises, and the questions vary greatly for each exercise. Nevertheless, learners will answer similar questions to multiple exercises. Therefore, it becomes possible to find answers to exercise questions for different exercises via the same thinking process.

  More specifically, the at least one first type of question includes a plurality of first type questions regarding each of the plurality of elements. As a result, the understanding of multiple facts regarding the same element can be verified, so that the learner's understanding of the problem can be further ensured.

  More specifically, the exercise is an exercise of either a science system or a mathematics system, and the plurality of elements include an object required by the exercise and conditions for obtaining the object. And at least one of the units to which the exercise belongs. Alternatively, the exercise is an exercise relating to a Japanese language, and the plurality of elements include at least one of the contents of a format paragraph of a question sentence, a separation position of a meaning paragraph, and the contents of a meaning paragraph.

  Regardless of the type of exercise, the elements listed here relate to the essentials that must be understood in any exercise, so that it is possible to ensure that the learner understands these elements.

  More preferably, an item-specific score for at least one of the plurality of first-type items or the plurality of second-type items, which is predetermined corresponding to each question and is related to the question, is set in advance. A plurality of basic achievement scores to be allocated to each question and to be allocated to each of a plurality of predetermined basic achievements among the at least one item-related score to which the question is related are predetermined. ing. The learning program may further include a problem with respect to the exercise problem based on a determination result of the question answer determination step for each of the plurality of questions and a score for each of the required items determined corresponding to each of the plurality of questions. A score rate calculation step for each required item for calculating a score rate for each other required item, and a determination result by the question answer determination step for each of the plurality of questions and each of the plurality of questions are determined. Based on the required score for each basic achievement, based on the required score for each basic requirement and the score for each basic requirement assigned to each of the plurality of basic requirements among the plurality of required scores assigned to each of the plurality of questions. Calculate different basic achievement score rates for different issues to calculate different basic achievement score rates For each unit, calculate the required unit-specific level score rate for each unit for the above level using the multiple required-item-specific score percentages calculated in the above-mentioned required-question-specific required score calculation step for the practice questions. A required item-specific level score calculation step and a plurality of the plurality of exercises belonging to any one of a plurality of levels in the same unit, which are calculated in the above-mentioned required item-specific basic score score calculation step for each basic achievement for each basic achievement. A step of calculating a basic achievement score rate for each unit required for calculating the unit and a basic achievement score rate for each unit required for the basic achievement using the basic achievement score rate for each problem.

  As a result, the learner's learning performance can be grasped from the viewpoint of the score rate relating to any two of the unit of the exercise, the essential items, and the basic academic ability.

  In still another aspect of the recording medium according to the present invention, the learning program presents a pre-stored question sentence describing an exercise on the screen of the display device, and inputs an answer to the exercise from the input device. And a hint identification information presenting step of presenting a plurality of hint identification information for selecting each of a plurality of hints stored in advance for the exercise on the screen of the display device. Each time an operation input for selecting any one of the plurality of hint identification information is input from the input device, corresponds to the hint identification information selected by the operation input among the plurality of hints A hint presenting step of presenting a hint to be performed on the screen.

  This allows the learner to select the hint that the learner desires from among multiple hints necessary for answering the exercise, and assists the learner in finding the answer to the exercise using the hint it can.

  More preferably, a deduction point is determined in advance corresponding to each of the plurality of hints, and the learning program further includes a score calculation step. In the score calculation step, an input is made from the input device for the exercise. If the answer is correct, and at least one of the plurality of hints is presented on the display screen before the answer is input, the score stored in advance for the exercise and the presented Then, a difference from a predetermined deduction point corresponding to at least one hint is calculated as a score for the exercise. As a result, a score is determined according to the type or number of hints that the learner has seen, and a score according to the ability of the learner is obtained.

  More preferably, the learning program further includes a compulsory hint display step, in which the question sentence presentation step executes the question sentence before the answer to the exercise is input from the input device. And displaying at least one predetermined hint among the plurality of hints when an elapsed time after the execution of the hint exceeds a predetermined time limit. As a result, it is possible to limit the thinking time of a learner who spends too much time thinking about the answer to the exercise without looking at the hints, and allows the user to continue thinking again after showing the at least one hint. Thus, the learning time can be reduced. In addition, health concerns such as a decrease in visual acuity caused by viewing the display screen for a long time can be avoided.

  Preferably, the plurality of hints includes a group of hints related to a plurality of items that are substantially represented by the question sentence among a plurality of items to be understood for creating an answer to the exercise. included. In this way, even learners who can not correctly understand the items that are practically represented in the problem sentence can correctly understand these items with the help of the above group of hints, and aim to find the answer to the exercise problem. You can proceed.

  More desirably, the plurality of hints, which are not represented by the question sentence among a plurality of items to be understood for creating an answer to the exercise, are predetermined depending on the question sentence. Contains a group of hints related to multiple items. In this way, learners who cannot correctly understand items that are not substantially represented in the question sentence will be able to correctly understand these items with the help of these hints, and will be able to further find answers to the exercises. You can proceed.

  In another aspect of the recording medium according to the present invention, the learning program includes: a question presentation mode setting step of setting the question presentation mode to one of a first and a second question presentation mode; An exercise problem presenting step of presenting an exercise problem in accordance with the problem presentation mode set in the step. In the exercise question presentation step, when the question presentation mode is set to the first question presentation mode in the question presentation mode setting step, a question sentence presentation step, a question presentation step, a question answer determination step, an exercise The question answer determination step is sequentially performed. In the question sentence presentation step, a pre-stored question sentence describing the exercise is presented on the screen of the display device, and in the question presentation step, the exercise is stored in advance corresponding to the exercise, A plurality of pre-ordered questions for verifying that the learner understands a plurality of items to be understood for the creation of the answer are sequentially presented on the screen, and the answer to each question is In the question answering step, each time a question is presented by the question presenting step, the system waits until the answer of the question is input from the input device, and the answer of the question is input. When it is determined whether the answer of the input question is correct based on the correct answer of the question stored in advance, the answer of the input question When it is determined that the question is incorrect, the correct answer is presented on the screen, and in the exercise problem answer determination step, after the question presentation step and the question answer determination step are executed for the plurality of questions, the input Whether the answer to the exercise problem input from the device is correct or not is determined based on the correct answer of the exercise problem stored in advance. In the exercise question presentation step, when the question presentation mode is set to the second question presentation mode in the question presentation mode setting step, the question sentence presentation step, the hint identification information presentation step, and the hint presentation step are performed. Executed sequentially. In the question sentence presentation step, a previously stored question sentence describing an exercise is presented on a screen of the display device, a request is made to input an answer to the exercise from the input device, and the hint identification information is presented. In the step, presenting a plurality of hint identification information for selecting each of a plurality of hints stored in advance for the exercise on the screen of the display device, in the hint presentation step, the plurality of hint identification information Each time an operation input for selecting any one of the hint identification information is input from the input device, a hint corresponding to the hint identification information selected by the operation input among the plurality of hints is presented on the screen. .

  Thus, the same exercise problem can be presented in either a problem presentation mode in which a plurality of questions are sequentially presented or a problem presentation mode in which hints are displayed in accordance with a learner's request. Any of the question presentation modes can assist the learner in finding the answer to the exercise.

  Preferably, the learning program includes: a repetition step of repeating the exercise problem presentation step according to the question presentation mode set in the question presentation mode setting step for a plurality of exercise questions; and A calculating step of calculating a question score for the exercise based on the input answer; and each time the calculation step is executed for each exercise, a plurality of question scores for a plurality of exercises already presented are calculated. And a condition determining step of determining whether or not a predetermined condition for switching the question presentation mode is satisfied. In the question presentation mode setting step, when the condition determination step determines that the condition is satisfied, the question presentation mode is switched to the other of the first and second exercise question presentation modes. Thus, the two question presentation modes can be automatically switched according to the student's performance.

  More preferably, in the question presentation mode setting step, one of the first and second question presentation modes is determined according to an operation input by a learner. Thus, one of the above two question presentation modes can be selected according to the preference of the learner.

  More preferably, each of the plurality of hints corresponds to one of a plurality of answers to the plurality of questions. Thus, the learner can obtain information having the same content regardless of which question presentation mode is used, and can easily use the two presentation modes by switching.

  More specifically, the plurality of items to be understood include a plurality of first type items substantially represented by the question sentence to be understood for preparing an answer to the exercise. And at least one second matter not represented by the question sentence to be understood for the preparation of the answer is included, and the plurality of questions includes the plurality of first kind matters. At least one first question for verifying the understanding and at least one second question for verifying the understanding of the at least one second matter to be presented after the at least one question; Questions are included.

  Thereby, in the question presentation mode of sequentially presenting a plurality of questions, a plurality of first-type items substantially represented by the question sentence, which should be understood for creating an answer to the exercise, A plurality of items not to be understood by the question sentence, which should be understood for preparing the answer, can be made to be understood by the learner through a question regarding each of them.

  In still another aspect of the recording medium according to the present invention, the learning program includes a question sentence presentation step of presenting a question sentence describing an exercise on a screen of the display device, and answering the exercise. An exercise problem answer determination step of requesting input from the input device, and determining whether the answer to the exercise problem input from the input device is correct based on a correct answer of the exercise problem stored in advance, When the elapsed time after requesting the input of the answer to the exercise exceeds the time limit before the answer to the exercise is input from the input device, the correct answer to the exercise is displayed on the screen. Correct answer display step. As a result, the learning time can be limited in question units, and the learning efficiency can be increased. In addition, health concerns such as a decrease in visual acuity caused by viewing the display screen for a long time can be avoided.

  ADVANTAGE OF THE INVENTION According to this invention, learning can be supported in the form suitable for making a learner learn the thinking process which finds the answer of an exercise problem. Alternatively, learners who cannot find the answer to the exercise can be assisted in finding the answer.

  Further, according to the present invention, learning can be performed while allowing the learner to select a hint useful for finding the answer to the exercise problem, and learning can be performed according to the ability of the learner.

  Hereinafter, some embodiments of a recording medium on which a learning program according to the present invention is recorded will be described in more detail with reference to the drawings. In the following, the same reference numerals represent the same or similar ones. Further, in the second and subsequent embodiments, only differences from the first embodiment will be mainly described.

  <First Embodiment of the Invention> FIG. 1A shows an example of a computer system for executing a learning program according to the present invention. In this system, a keyboard 2 and a mouse 3 as input devices, a display device 4, and a printer 5 are connected to a personal computer 1. The personal computer 1 includes a CPU (not shown), a random access memory (RAM) as a main memory, a magnetic storage device (hard disk) not shown, and a CD-ROM drive 6 for mounting a CD-ROM 7, and a floppy disk. 9 is mounted with a floppy disk drive 8. The floppy disk 9 is used to record data on individual learners. For example, it is used to hold the identification information (ID) of the learner. The learning program according to the present invention is recorded in the CD-ROM 7 in advance, and this program is read into the hard disk and executed by the CPU.

  As shown in FIG. 1B, the learning program 10 mainly includes an input / output routine 20, a question selection routine 30, a question presentation routine 40, an aggregation routine 60, and a data analysis routine 70.

  As shown in FIG. 2, the CD-ROM 7 also records a group of problem data as learning materials. These data groups are also read into the hard disk and used by the learning program 10. Therefore, in the following, for the sake of simplicity, FIG. 2 may be treated as a diagram representing a data group read into the hard disk. The problem data group includes unit-specific data 900A, 900B, and the like corresponding to a plurality of units in the same department. In each unit-specific data 900A, for example, four different levels of data, that is, a basic problem data group 90A, a basic problem data group 90B, a standard problem data group 90C, and an applied problem data group 90D are recorded. However, these data groups may be recorded on another recording medium such as another CD-ROM. As will be described later, in the present invention, the same exercise can be presented to the learner in one of two types of problem presentation modes, a type A problem presentation mode and a type B problem presentation mode. When the exercise questions are presented in the A-type question presentation mode and the B-type question presentation mode, the exercise questions will be called A-type questions and B-type questions, respectively.

  Each question data group includes an A-type question data group 91A, a question data group 92A, a question correct answer data group 93A, a score data group 94A, and a time limit data group 95A as data for the A-type question. Include a B-type question data group 91B, a B-type question correct answer data group 92B, a hint menu data group 93B, a hint data group 94B, a deduction data group 95B, a time limit data group 96B, and the like. The question correct answer data group 93A also includes an A-type question correct answer data group. Among these data, the main parts of the A-type problem data group 91A and the B-type problem data group 91B are common, but for simplicity, these data groups will be referred to by different data names. Similarly, the hint data group 94B is substantially a part of the question correct answer data group 93A, but will be referred to by another data name for simplification. Although at least a part of the scored data group 94A and the deducted data group 95B can be at least partially common data, they are shown here as separate data. In addition, the point data group 94A and the time limit data group 95A can be common to a plurality of type A problems. Similarly, the hint menu data group 93B and the time limit data group 96B can be common to a plurality of B-type problems. A part of the data shown in FIG. 2 may be provided in common for a plurality of unit-specific data. For example, a time limit data group 95A, a hint menu data group 93B, a time limit data group 96B, and the like. Needless to say, the structure of the problem data group to which the present invention can be applied is not limited to the structure shown in FIG.

  The outline of the learning method in the present embodiment is as follows. FIG. 3 shows an example of a system screen according to this program. On this screen, a question window 81A and an answer input window 81B are displayed in addition to a plurality of buttons 82A to 82C and 83A to 83C. In the figure, a horizontally long answer input window 81B is displayed below the horizontally long question window 81A. However, such shapes and arrangements of the question window 81A and the answer input window 81B are the same as those of a math-based exercise or English. Used for exercises related to foreign languages. In the case of an exercise related to a Japanese language, both the question window 81A and the answer input window 81B are vertically long, and a vertically long answer input window 81B is displayed to the left of the vertically long question window 81A.

  FIG. 4 shows a screen 80 for learning the A-type problem. On the screen 80, a question sentence is displayed in a question window 81A, and a plurality of questions related to the exercise are sequentially displayed at the top of an answer input window 81B. The learner inputs the answer to the question in the answer input area 84. The above-mentioned plurality of questions are questions for verifying whether the learner understands a plurality of items to be understood in solving the exercise problem, and presented to the learner in accordance with a predetermined thinking process. So that the presentation order is determined in advance.

  As shown in FIG. 5, when the answer to the question is correct, the correct word message and the score assigned to the question are displayed in the correct answer message area 85A. When the answer to the question is incorrect, the incorrect message area 85B is displayed, and the word of the wrong answer and the score 0 are displayed as the incorrect message, and the correct answer is displayed below the window. The learner is required to re-enter the answer to the question, and when a predetermined number of times, eg, one re-input, is still incorrect, the correct answer is displayed. When the answer is incorrect, the learner understands the correct answer and proceeds to learning the next question.

  The learner is required to input the answer to the exercise after answering the plurality of questions. In this way, the learner sequentially understands a plurality of items necessary for answering the exercise problem in accordance with a predetermined thinking process, and then considers and inputs the answer to the exercise problem.

  The score assigned to the input of the answer to the exercise is not 100, but a smaller score, for example, 20. Question scores are predetermined for each question. The question score is determined so that the sum of the question score and the score for the answer to the exercise is 100 points. When the answer to the practice problem is correct, the sum of the score of the plurality of questions to which the correct answer is input and the score of the answer to the practice problem finally becomes the score for the problem.

  When the answer to the practice problem is incorrect, the total score of a plurality of questions for which the correct answer has been input is the score for the practice problem. As a result, even if the answer to the exercise problem is incorrect, the learner can obtain a score other than 0. This score reflects the degree of the learner's understanding of a plurality of items to be understood for preparing the answer to the exercise problem, and the learner is given a so-called halfway point. As a result, this score can be used to more accurately grasp the learner's ability.

  FIG. 6 shows a screen when learning the B-type problem. On this screen 80, the question sentence displayed in the question window 81A is the same as the question sentence presented as the A-type question, but the answer choices for the question sentence are simultaneously displayed in the question window 81A. An answer input area 84 for inputting an answer to the question is displayed in the answer input window 81B. Note that, without providing the answer input area 84, any of a plurality of options described below the question sentence may be selected by a mouse. Also, the method of inputting the answer is not limited to inputting options. For example, depending on the exercise, a method of directly inputting a correct numerical value or character into the answer input area 84 can be adopted.

  A plurality of hints for the exercise are prepared in advance, and when the learner clicks the hint button 82B with a mouse, a group of hint identification information 86 for each hint is displayed as a hint menu above the answer input window 81B. The learner can also enter the answer to the question without looking at the hint. However, by selecting one of the hint identification information with a mouse, the corresponding hint can be viewed, and then the answer to the question can be input. Note that, without providing the hint button 82B, a group of hint identification information 86 may be automatically displayed as a hint menu when a question sentence is presented.

  A penalty is set for each hint, and each time the learner sees the hint, the corresponding penalty is memorized. If the answer to the question is correct, the cumulative value of the penalty is subtracted from 100 points, and the rest is scored. It becomes.

  In the B-type problem, a learner with the ability can immediately input the answer to the problem without seeing any hints, and can learn the exercise problem in a shorter time than the A-type problem. If a lesser-skilled learner can come up with an answer to an exercise by just looking at some of the necessary hints without seeing all the hints, the lesson is also faster than the A-type. You can learn. Thus, the B-type problem is a problem presentation mode suitable for a learner who has some ability.

  According to the present invention, when a learner starts learning from an A-type problem and thereafter, learning results for a plurality of exercises satisfy predetermined conditions (for example, when the average score rate for a plurality of exercises exceeds a predetermined threshold value). ), The next exercise can be automatically switched from the A-type to the B-type. In addition, a function of selecting one of the A-type questions and the B-type questions that the learner prefers can be added by the learner's operation input.

  Hereinafter, details of the present embodiment will be described. The CD-ROM 7 is mounted on the CD-ROM drive 6, the learning program 10 and the teaching material data (FIG. 2) are installed on a hard disk (not shown), the floppy disk 9 is mounted on the floppy disk drive 8, and the learning program 10 is installed. When started, the input / output routine 20 is started as shown in FIG. 7, and a start screen (not shown) is first displayed. On this screen, a main menu including three buttons of "new", "continue", and "end" is displayed (step 21). When a learner learns for the first time using this program, he selects "new". When the learner resumes learning by this program thereafter, he selects "continue". When the learner finishes learning while executing learning by the program, the learner selects "end", and the program ends. As will be described later, when the learner wants to finish the learning during the learning, the main menu is displayed according to the instruction, and the program can be ended by selecting "end".

  When the input on the main menu is "new" or "continue" (step 22), the system screen shown in FIG. 3 is displayed (step 23). When "New" is selected, a screen for processing such as registration of the learner's identification information is actually displayed. However, since this processing is not directly related to the present invention, its description will be omitted. Is omitted. When the input on the main menu is "end" (step 22), the learning program 10 ends.

  The “Next” button 83A displayed on the system screen is a button for instructing learning of the next exercise. The data button 83B is a button for activating a data analysis routine 70 for analyzing and displaying the totalized data of learning. The menu button 83C is a button for displaying the above-described main menu screen. The scoring button 82A is used to input that an answer to a question relating to an exercise is input while learning an A-type question or that an answer to an exercise is input while learning a B-type question, and whether or not the answer is correct. A button for requesting a judgment. The hint button 82B is a button for requesting the display of a hint menu for the exercise while learning the B-type question. The commentary button 82C is a button for requesting the display of a detailed explanation on the answer to the exercise question after pressing the scoring button 82A during the learning of the B-type question.

  After the system screen is displayed, the question selection routine 30 is started immediately without waiting for the input by the learner, and an exercise to be learned is selected. Further, the exercises selected by the question presentation routine 40 are presented. In the problem presentation routine 40, the exercise problem is presented to the learner as a type A problem or a type B problem. Here, when the learning of any of the exercises is completed, a tallying routine 60 (FIG. 1B) for calculating various score rates is also started. When the question presentation routine 40 ends, the system screen is displayed again (step 24).

  Thereafter, when the learner presses the "next" button 83A (step 25), the next exercise is selected by the question selection routine 30 and provided for learning. When the learner presses the menu button 83C (step 25), the main menu is displayed (step 21), and when the learner selects "end" (step 25), the program ends. When the learner presses the data button 83B, the data analysis routine 70 (FIG. 1B) is activated, and various data totalized by the totalization routine 60 are displayed. After the end of the routine 60, a system screen is displayed (step 24).

  In the problem selection routine 30, a practice problem to be learned by the learner is selected, for example, in the following manner. The exercises are divided into a number of disciplines / units (hereinafter sometimes referred to as units for simplicity). The order of the units to be set is predetermined. Exercise questions set for one unit are divided into basic questions, basic questions, standard questions, and applied questions depending on the level. Data relating to each problem is recorded in advance on the CD-ROM 7 as a data group 90A, 90B, 90C, 90D. The questions in each unit are taken from the basic questions. Each level of exercise includes multiple exercises that require different knowledge.

  Each exercise is basically given in combination with an exercise similar to the exercise. That is, each exercise is selected from a group of similar questions requiring the same knowledge. The learner is required to continuously pass the two similar questions. If the learner gets a passing score for a first exercise selected from a group of similar questions, another similar question in the same group is selected and provided for learning. If the learner does not receive a passing score for the two similar problems in succession (ie, when at least one of the similar problems is rejected), another similar problem is selected from the same similar problem group. .

  The above question presentation method is repeated until the learner continuously obtains a passing score for two consecutive exercise questions in the same similar question group. By giving similar questions until the learner successively passes the two similar questions, the learner's understanding can be ensured.

  In this way, if the learner successively scores two consecutive exercises in the same group of similar questions, the next exercise is selected from other similar question groups and provided for learning. Hereinafter, the same processing is performed.

  Specifically, as shown in FIG. 8, in the question selection routine 30, a command previously input by the learner on the main menu or the system screen is determined (step 31A). That is, the input that triggered the activation of the problem selection routine 30 is determined. If the input is "new" in the main menu, the first exercise question of the first unit basic question is selected (step 32).

  Further, the A / B flag is set to 0 (step 38). This A / B flag is a flag for specifying whether the question presentation mode is a mode for presenting a type A problem or a mode for presenting a type B problem. Or specify type B. In step 38, when learning is newly started, the A / B flag is set to a value 0 representing the A type.

  If it is determined in step 31A that “continuation” has been input on the main menu or “next” has been input on the system screen, it is determined whether the exercise level of the problem level being studied has been completed ( Step 31B).

  When the exercise problem of the problem level under study is not completed, it is determined whether or not the learner has successively passed two similar problems (step 31C). If the learner has not successively passed the two similar questions, a new similar question is selected (step 33). If the learner passes two similar questions in succession, the next exercise is selected (step 35).

  If it is determined in step 31B that the question level under study has ended, it is determined whether the field / unit under study has ended (step 31D). Otherwise, the first exercise of the next question level is selected (step 37). If it is determined in step 31D that the exercise for the field / unit under study is completed, the first exercise for the next field / unit is selected (step 36). Thus, the selection of the next exercise by the question selection routine 30 ends.

  The next exercise selected by the question selection routine 30 is presented to the learner by the question presentation routine 40. As shown in FIG. 9, in the question presentation routine 40, it is first determined whether or not the value of the A / B flag is 0 (step 41). When the value of the A / B flag is 0 or 1, the A-type problem presentation routine 400 and the B-type problem presentation routine 500 are activated, respectively.

  When the A-type problem presentation routine 400 is started, an exercise is presented to the learner in the A-type problem presentation manner by a method described later, and a score is scored based on the answer input by the learner. After the end of the A-type problem presentation routine 400, the counting routine 60 is started. In the tallying routine 60, when learning of one exercise is completed or when learning of exercises belonging to one unit is completed, various score rates such as a problem score rate relating to the completed exercise or learning is completed. Various scoring rates are calculated for the selected unit.

  It is determined whether or not the problem score rate of the exercise question for which the learning has been completed, which is calculated by the totaling routine, exceeds a reference value, for example, 80% (step 42). If so, the value of the A / B flag is determined. Is changed to 1. That is, since the learner's ability is high, the subsequent exercise questions are presented in a B-type question presentation mode. If it is determined in step 42 that the score rate does not exceed the reference value of 80%, the A / B flag is not changed.

  When the B-type problem presentation routine 500 is activated, an exercise is presented to the learner in a B-type problem presentation manner by a method to be described later, and thereafter, the counting routine 60 is activated and various score rates are calculated.

  Hereinafter, the A-type problem presentation mode will be described first. In the A-type question presentation mode, a plurality of questions regarding an exercise are sequentially presented to the learner. These questions are used to verify that the learner understands several things that the learner must understand to find the answer to the exercise. Hereinafter, these multiple items may be referred to as essential items. If the learner does not understand any of the essentials, the learner is presented with the essentials so that the learner understands the essentials.

  The plurality of questions are presented to the learner in a certain order so that the learner comes up with the answer to the exercise problem in accordance with a predetermined thinking process. Presenting a question or the correct answer to it is a step-by-step clue for the learner to reach the answer to the exercise. As described above, the A-type question presentation mode is used to assist the learner in reaching the answer to the exercise problem without being clogged while thinking step by step.

  Exercises are assigned points, and each question is also assigned points. Each score is determined so that the sum of the scores assigned to the exercises and all questions is a perfect score. If the answer to the exercise is correct, the total of the scores of the plurality of questions that became the correct answer and the total of the scores for the exercise are the learner's problem scores. Even when the answer to the exercise problem is incorrect, the total of the scores of the plurality of questions that became the correct answer is the learner's problem score. If only the correct or incorrect answer to the exercise is evaluated, the score will be 100 points or 0 points. However, according to the type A question presentation mode, even if the answer to the exercise Even in the case of a correct answer, it is possible to know a score for a question in the middle, that is, a so-called halfway point. As a result, the learner's strengths and weaknesses can be understood in more detail.

  The above plurality of essential items that the learner should understand include items that are substantially expressed in the question sentence. As a result, the learner can be first trained to correctly understand the exercise itself. The above plurality of essential items that the learner should understand include items that are not described in the question sentence but are necessary for answering the answer.

  Specifically, as shown in FIG. 10, in the present embodiment, a plurality of answer procedures, for example, a question sentence analyzing procedure T1, a question expanding procedure T2, and an answer creating procedure T3 are defined. These procedures are predetermined as a schematic thinking process to be sequentially passed by the learner in a predetermined order in order to arrive at the answer to the exercise problem.

  The question sentence analysis procedure T1 is a procedure for understanding a plurality of essential matters substantially expressed in a question sentence among a plurality of essential matters that a learner needs to understand in order to find an answer to an exercise. The question development procedure T2 is a procedure for understanding a plurality of items that are not expressed in the question sentence among the items that the learner should understand in order to find the answer to the exercise problem. The answer preparation procedure T3 is a procedure for inputting an answer to the exercise. When a plurality of questions are set in the question sentence, the above-described plurality of procedures are applied to each question.

  By the question sentence analysis procedure T1, a learner can be trained to correctly understand the exercise itself. The learner can be trained to find the answer to the exercise by the problem development procedure T2.

  In the present embodiment, each of a plurality of essential items to be understood in the question sentence analysis procedure T1, that is, each of the plurality of essential items substantially expressed in the question sentence is referred to as a first type item or a first type essential item. Sometimes. A plurality of items to be understood in the question development procedure T2, that is, each of a plurality of essential items not expressed in the question sentence may be referred to as a second type item or a second type essential item.

  In the subject of science and mathematics, in the problem sentence analysis procedure T1, it is essential to understand the objectives, conditions, and units for any exercise. The object is the content to be answered for the exercise problem, and the condition is a constraint for giving an answer to the exercise problem. The unit is a predetermined unit (a vector or trigonometric function in mathematics) to which the exercise belongs.

  Further, depending on the exercise, it is necessary to understand, for example, the drawing and the table. Drawing is to create a diagram for visualizing the contents of the exercise. Tabulation is to create a table to visualize the contents of the exercise. In general, it is not specified in the question sentence whether drawing or tabulation is necessary in considering the solution to the exercise. However, understanding whether or not it is necessary to create a diagram or table showing the contents described in the question sentence in order to find the answer to the exercise, or being able to create that diagram or table, will Essential for understanding. Therefore, it can be considered that creating a drawing and a table by looking at the necessity or a question sentence is an essential matter substantially represented by the question sentence.

  Generally, the plurality of essentials that the learner should understand are certain facts about each subject. In order to explain what each essential item is, it may be easier to explain with an explanation of what the object is related to and an explanation of what facts are about the object. The prerequisites for multiple exercises in the same department usually relate to many common objects. Of course, there may be cases in which subjects specific to exercises are included.

  Therefore, in the following, each of the plurality of targets to which the above-described plurality of essential items are related is referred to as an element, and is used for describing the essential items. Specifically, in an exercise in a science and mathematics subject, the object, condition, unit, drawing, and table are treated as elements in the question sentence analysis procedure T1.

  In practice exercises in language-related departments, it is often necessary to understand the contents of the formal paragraph, the location of the semantic paragraph, and the content of the semantic paragraph for any exercise. These are treated as elements in the problem sentence analysis procedure T1. A formal paragraph is a formal paragraph that is easily understood by the naked eye, a semantic paragraph is a paragraph created by grouping formal paragraphs for each content, and a semantic paragraph is a place where a semantic paragraph is divided. is there. Furthermore, depending on the exercise, it is necessary to understand the composition diagram and illustration of the sentence, and these are treated as elements. The sentence composition diagram is a flow chart created to visualize the way of connecting the meaning paragraphs. The illustration is a diagram made to visualize the contents of the exercise.

  A plurality of more specific thinking processes are defined for each procedure. In the present embodiment, corresponding to the question sentence analysis procedure T1, three stages of a selection stage D1, a confirmation stage D2, and an analysis stage D3 are included as a plurality of stages for understanding the plurality of first type essential items. Stipulated. The selection step D1 is a step of selecting elements necessary for analyzing the exercise.

  The confirming step D2 confirms a part which is a basis for selecting a part describing specific contents to be extracted in the next analyzing step D3 in relation to the element selected in the selection or the element selected in the selecting step D1. This is the stage to confirm the part of the problem sentence that should have been selected. The analysis step D3 is a step of extracting specific contents expressed on the question sentence regarding the element selected in the selection step D1.

  A plurality of essential items that the learner needs to understand in the problem development procedure T2 are not described directly in the problem sentence, but are essential items for finding a solution to the exercise problem. The subjects to which such essential items are related are, for example, “clues”, “official”, and “auxiliary lines” in the exercises of science and mathematics subjects. Here, the “clue” is a fact that is the first step that must be considered first in preparing an answer. "Official" is the formula used to create the answer. The “auxiliary line” is a line that is added to a diagram when a diagram is selected as an element in the question sentence analysis procedure T1 and the diagram is created in order to make it easier to think about the solution to the exercise.

  In the present embodiment, these "clues", "formulas", and "auxiliary lines" are treated as elements in the problem development procedure T2. Here, "clue" is a word that indicates more abstract content than "official" and "auxiliary line", but refers to the most important fact when considering the answer to any of the exercises Is important in finding, so it is used as an element. "Clues" is treated as an element for any exercise, but "official" and "auxiliary lines" are elements required by the exercise.

  In language-related subjects, "clues" and "rules" are treated as elements. Here, "clue" is the first step that must be considered in order to find the answer to the problem.For language related exercises, for example, the connection between sentences, the connection between paragraphs, or the keyword It will be a clue. "Law" is a language that is generally used, although it cannot be said that it is an official language. Other factors may be added depending on the exercise in addition to the above two.

  Hereinafter, a plurality of elements in the question sentence analysis procedure T1 may be referred to as type 1 elements, and a plurality of elements in the question development procedure T2 may be referred to as type 2 elements.

  The problem development procedure T2 includes two stages, specifically, a policy stage D4 and an assembly stage D5. The policy stage D4 is a stage for finding a clue for preparing an answer. In the exercises of science and mathematics departments, at this stage, the above “clue” is used as an element without depending on the exercises. "Official" and "Auxiliary Line" are treated as elements by exercises.

  The assembling stage D5 is a stage for understanding the mutual relationship between the plurality of elements analyzed in the problem sentence analysis procedure T1 and one or more elements handled in the policy stage D4. More specifically, the elements treated in the policy stage between the “condition” and the “object” are graphically displayed so that the relationship between them can be understood. Further, depending on the exercise problem, a new problem may occur in which the exercise problem cannot be solved only by the “condition”, the “object”, and the elements handled in the policy stage D4. In that case, the assembling stage D5 is also a stage for understanding matters for solving this new problem. The answer preparation procedure T3 includes only a preparation step D6, in which an answer is prepared or an answer to an exercise is input.

  In the A-type question presentation mode, at least one question is prepared for each exercise corresponding to each step, stored in the question data group 92A of the CD-ROM 7, and presented to the learner. FIG. 10 illustrates “object”, “condition”, “unit”, and “drawing” as a group H1 of the first type element, and “clue” as a group H2 of the second type element. I have.

  FIG. 10 shows questions Q1 to Q6. A question Q1 is prepared corresponding to the selection step D1. The question Q1 is a question for asking essential items of what is necessary for the exercise. This question is, in other words, a question for pointing out a plurality of elements substantially represented by the question sentence to which a plurality of first-type items are related. After the question Q1, the question of the confirmation stage D2 is displayed. Corresponding to the confirmation step D2, a description in a question sentence as a basis of each element, for example, a question Q21, Q22, Q23, Q24 for asking essential items of what the keyword is, is prepared in advance for each element.

  Questions Q31, Q32, Q33, and Q34 for asking essential items as to the specific contents of each element are prepared in advance for each element corresponding to the analysis step D3. The question for the confirmation step D2 and the question for the analysis step D3 for the same element are displayed sequentially. Thereafter, a question for the confirmation step D2 and a question for the analysis step D3 are sequentially presented for the next element. That is, these questions are displayed in the order of questions Q21, Q31, Q22, Q32, Q23, Q33, Q24, and Q34.

  Thereafter, the question Q41 corresponding to the policy stage D4 is displayed. The question Q41 is a question asking an essential matter of "what is the clue" in the exercise. In the example of FIG. 10, since the second type element is one “clue”, only one question Q41 is displayed. However, when there are a plurality of second type essential items, a plurality of questions regarding each essential item are sequentially displayed.

  Thereafter, a question Q5 corresponding to the assembly stage D5 is displayed. The question Q5 is a relationship between the plurality of type 1 elements analyzed in the question sentence analysis procedure T1 and one or more type 2 elements, for example, "clues", which are the objects of the question in the policy stage D4. This is a question that asks for understanding of essential items.

  More specifically, the question Q5 displays a diagram connecting the "condition" and the "object" in the policy stage D4 in an area displayed between the "condition" and the "object" on the diagram. Require input of the treated type 2 element. Furthermore, if a new problem arises in which the exercise problem cannot be solved by only the “condition”, “object”, and the second type of element depending on the exercise problem, the above-mentioned question Q5 will be used for this new problem. An area for inputting a point of interest to be understood in order to resolve the point is displayed on the diagram, and any point of interest to resolve the point is asked.

  After that, a question Q6 for preparing an answer is displayed. In the question Q6, the learner is required to input a solution to the exercise. This request is not originally a question, but is treated here as a question for simplicity. As illustrated later, before entering the solution to the exercise, a screen that simulates the actual answer sheet is displayed, filling in the holes included in the formulas in the middle, correcting typographical errors, or correcting the theoretical development. In some cases, a question including a question for checking the likeness is displayed as the question Q6. In such a case, the question Q6 is a question in which a question of asking for filling in a calculation formula or the like is added to a request of requesting an input of a solution to an exercise, and is a question to ask for a solution to an exercise. There is no change.

  If the answer is complicated, the steps from the question for the policy step D4 to the question for the creation step D6 are performed so as to repeatedly execute the policy step D4 → assembly step D5 → preparation step D6 to reach the answer to the exercise. A series of questions may be presented in groups. Even in such a case, the group of a plurality of questions in the preparation stage D6 is a group in which one question is originally divided into a plurality of questions, and another question is added to the request for solving the exercise problem. Is still the same.

  As is clear from the above description, the above-mentioned question sentence analysis procedure T1 to question development procedure T2 are schematic thoughts to be sequentially passed by the learner in a predetermined order in order to reach the answer to the exercise. It is predetermined as a process.

  Further, the selection stage D1 to the assembling stage D5 are predetermined as more specific thinking processes to be sequentially performed by the learner in accordance with a predetermined order in order to reach the answer to the exercise problem. That is, as shown in FIG. 10, the order of the stages is the order from the selection stage D1 to the assembly stage D5, and this order is basically determined according to the thinking process to be passed by the learner.

  At least one of a plurality of essential matters to be understood corresponding to each step is defined. Specifically, in the selection stage D1, a plurality of essential items of correctly selecting a plurality of elements which are the targets of a plurality of essential items to be understood with respect to the question sentence are supported. In the selection step D1, the above-mentioned one question Q1 is used as a question for verifying the understanding of these plural essential items.

  In the confirmation stage D2, a plurality of essential items of confirming the basis of the problem sentence for a plurality of elements are supported, and a plurality of questions Q21, Q22, Q23, and Q24 are used to confirm each element. Have been. In the analysis stage D3, a plurality of indispensable items of understanding the specific contents of each element described in the question sentence are supported, and a plurality of questions Q31, Q32, Q33 and Q34 are used.

  At the policy stage D4, at least one indispensable matter of what is the "clue" is addressed, and the question Q41 is used to verify the understanding of the specific content of the "clue". Other requirements, such as what is the required formal content depending on the issue, are also mapped to this policy stage D4. In the assembling step D5, it is said that the plurality of elements already selected in the selecting step D1 and the relation between the element called "clue" understood in the policy step D4 or the "clue" and other elements are schematically assembled and understood. Required items are supported.

  As described above, the plurality of steps includes a first step group including a plurality of steps (from the selection step D1 to the analysis step D3) each corresponding to at least one of the plurality of first type items, and the plurality of steps. It can be understood that at least one of the second type of items is divided into a plurality of stages (up to the policy stage D4 and the assembly stage D5) corresponding to each of the above.

  Further, the plurality of questions are sequentially presented in an order of essential items corresponding to the order of the plurality of steps. That is, the order of the stages is an order from the selection stage D1 to the assembling stage D5, and the order of the stages basically corresponds to the thinking process to be passed by the learner. It defines the order in which multiple essentials are understood. Therefore, questions Q1 to Q5 are basically presented to the learner in the order in which these essentials should be understood.

  However, in the question sentence analysis procedure T1, questions Q21 and Q31 in the confirmation stage D2 and the analysis stage D3 are associated with the same element, and then two questions are successively addressed in the same order with respect to other elements. This reflects the fact that understanding of different essentials about the same element is usually performed continuously, and it is desirable that verification of the understanding of those essentials be continuously performed on the same element.

  As is clear from the above description, when a plurality of elements correspond to one stage, for example, the confirmation stage D2, the combination of the stage and the element corresponds to one essential item to be understood. Therefore, for such a stage, a combination of the stage and the element can specify an essential matter whose understanding should be verified at that stage. This is the same for the selection stage D1, the analysis stage D3, and the strategy stage D4.

  In the following, essential items whose understanding is to be verified at each stage are represented by pairs of stages and elements. For example, the notation “selection / object” represents a requirement that “object” should be selected as an element. However, only one indispensable item corresponds to the assembling step D5, but since the indispensable item relates to a plurality of elements, for the sake of simplicity, only the assembling step D5 is shown without showing the plurality of elements. Will indicate the essential items corresponding to that stage.

  11 to 13 show an example of a question sentence describing an exercise, examples of a series of questions Q1 and Q21 for the exercise, and examples of correct answers A1 and A21 for each question. In the figure, each question correct answer is described immediately below the corresponding question, but is displayed in the correct answer message area 85A (FIG. 5) when the learner's answer is incorrect. The data indicating the question sentence is stored in the A-type question data group 91A (FIG. 2) in the CD-ROM 7 in advance. Data indicating the question and the correct answer are stored in advance in the question data group 92A and the correct answer data group 93A (FIG. 2) in the CD-ROM 7, respectively.

  The exercise problem represented by the problem sentence M1 (hereinafter, this exercise problem may also be referred to as the exercise problem M1) is a unit of arithmetic in the sixth grade of elementary school "a problem relating to darkness", and the difficulty level is a standard level. In this exercise, it is necessary to solve the problem using construction.

  As shown in FIG. 11, the question Q1 is a question in the selection stage D1, and it is required to select all of the plurality of first type elements. The options are displayed at the same time. The learner enters the correct option number from the keyboard or clicks the correct option on the screen. Here, the correct answer is to select the four elements “object”, “condition”, “unit”, and “drawing”. However, in the figure, "object" is described as "object" for simplicity. It is also possible to solve the exercise without using the drawing, but since it is more common to use the drawing for the `` problem about darkness '', in this exercise, select `` drawing '' as an element. Is the correct answer. In determining whether or not the answer to this question is correct, it is determined whether or not each element is correct. That is, if any element is selected, the question is treated as correct for that element.

  Next, as for the "object", a question Q21 asking the keyword of the question sentence which is the basis for determining the "object" is displayed as a question in the confirmation step D2. This question is underlined at multiple points in the question sentence, and the learner is required to click any of the underlined parts with the mouse. Next, a question Q31 asking a specific content of the "object" is displayed as a question in the analysis stage D3 relating to the "object". In this case, the learner is required to click a portion indicating a corresponding content from a plurality of underlines in the question sentence with a mouse.

  Similarly, as shown in FIGS. 11 and 12, questions Q22, Q32, Q23, Q33, Q24, and Q34 of the confirmation stage D2 and the analysis stage D3 relating to “condition”, “unit”, and “drawing” are sequentially displayed. . In the question Q34 in the analysis stage D3 relating to "drawing", it is required to actually complete the figure. Thus, the question for the question sentence analysis procedure T1 is completed.

  In this way, in the question sentence analysis procedure T1, after one common question regarding all elements corresponding to the selection step D1, two questions corresponding to the confirmation step D2 and the analysis step D3 for each element are sequentially presented to the learner. You. By presenting the questions in order, the learner can understand the exercises in order and correctly. By repeating such a standard procedure for many exercises, the learner learns the problem sentence analysis procedure T1.

  Subsequently, a question Q41 corresponding to the policy stage D4 is displayed as a question of the problem development procedure T2. Here, it is required to select the "clue" of the answer from the options. More specifically, the “clue” in this exercise means that the sum of the area of the part A and the area of the part A is equal to the area of the part C. In this exercise, the only type 2 element for the policy stage D4 is "clue", and only the question Q41 is displayed as the question corresponding to the policy stage D4. If there is another type 2 element corresponding to the policy stage D4, for example "formal", a question asking for an understanding of the formula is further displayed.

  Next, as shown in FIG. 13, a question Q5 is displayed as a question corresponding to the assembly stage D5. In the question Q5, as shown in FIG. 13, a diagram showing a route from the “condition” to the “answer” is generally shown. Further, a graphic indicating the area a where the "clue" necessary for the exercise is to be input is superimposed and displayed at the center of the diagram. The learner is required to input the "clue" learned in the policy stage D4 into this area. Thereby, the learner is made to understand that the “object” can be obtained by additionally considering “the clue” to the “condition”.

  In the case of this exercise as well as a complicated exercise, as the question Q5, a graphic indicating the area b in which the point of interest to solve the problem is to be input is displayed below the line on the right side of the diagram. They are connected by lines in the figure. In this exercise, it is required to input the previously obtained “clue” in the area a and to input “weight of circle 1” as the problem solving item in the area b. In this way, the learner is made to understand that in order to reach the answer to the exercise problem, it is necessary to consider "the weight of the circle 1" in order to solve the problem in addition to "the clue". This completes the question for the question development procedure T2.

  Thereafter, a question Q6 for creating an answer is presented as an answer creating procedure T3 or creating step D6. As can be seen from the figure, this question describes the calculation process in the answer to be prepared, and blanks are provided in a plurality of places in the question. Learners are required to complete the answer by filling in these gaps. The last blank of these blanks is a blank where the answer to the exercise M1 should be entered. Therefore, this question Q6 includes a question for asking the learner to complete the calculation process, and a request for inputting an answer to the exercise. It goes without saying that, depending on the exercise, the question Q6 may include only an input request for an answer to the exercise.

  In addition, depending on the exercise, the answer to the exercise Q6 in the answer preparation stage D6 already describes the correct answer to the exercise, and displays the answer written so as to fill the hole provided in the calculation formula on the way. You may be asked to fill. Such a question does not seem to seek the answer to the exercise, but it still seeks the same level of understanding that is required to find the answer to the exercise by seeking fill-in. . Therefore, a question asking for preparing such an answer can also be considered as a question substantially asking for an answer to an exercise.

  In addition, the question in the answer preparation stage D6 may be presented with another form of answer or another question in place of the answer to the answer itself. However, such other answers or other questions can be considered in the present invention to be the same as requesting input of an answer to an exercise. That is, the request for the answer to the exercise problem in the present invention does not depend on the form of the request, but may be any input request for confirming that it is equivalent to understanding the answer to the exercise problem.

  In the present embodiment, one question Q1 for all elements is used corresponding to the selection step D1, but as many questions as the number of elements are used corresponding to the selection step D1 so as to sequentially select a plurality of elements. May be. In this case, a question in the selection stage D1, a question in the confirmation stage D2, and a question in the analysis stage D3 are sequentially displayed for a certain element, and then the same three questions for the next element are sequentially displayed.

  Conversely, in some cases, for the sake of simplicity, in the question sentence analysis procedure T1, it is possible to use only one question that is also used for selecting and analyzing the first type of element. For example, "object" is this, "condition" is this, "unit" is this, "drawing" is this, and so on. A method is also conceivable in which a plurality of sentences are presented as a plurality of options to a plurality of learners, and a correct sentence is selected from among the options.

  FIG. 14 shows an outline of the question at each stage, a number of an example of the corresponding question in the exercise, and a list of types of scores assigned to each question. The question Q1 corresponding to the selection step D1 is assigned a score corresponding to each of the selected elements. That is, when "object", "condition", "unit", and "drawing" are correctly selected, corresponding selection / object score, selection / condition score, selection / unit score, selection / plot score are given. Can be Therefore, four different scores are assigned in advance to one question Q1.

  Depending on the exercise problem, “table” may be an element instead of “drawing”. In that case, the selection / tabulation score is assigned to the question Q1 in the selection stage D1 instead of the selection / plotting score. Further, when neither "drawing" nor "tabulation" is required, only the selection / objective score, the selection / conditional score, and the selection / unit score are assigned to the question Q1.

  As can be seen from FIG. 14, only one score is assigned to other questions. In the question Q6 (FIG. 13) in the answer preparation stage D6 exemplified above, a plurality of blank spaces are included. The last space is the space to enter the answer to the exercise. If the answer entered for the blank other than the last blank is incorrect, the score for preparing the answer is also 0. That is, one score is assigned to the preparation of the answer.

  The score value assigned to each of the plurality of questions is given by the score data group 94A (FIG. 2). FIG. 15 shows a numerical example of each score. 15, 15, and 20 points are assigned to each of the selection stage D1, the confirmation stage D2, and the analysis stage D3 constituting the question sentence analysis procedure T1, and as a result, 50 points are assigned to the entire question sentence analysis procedure T1. Is assigned. 15, 15 points are assigned to each of the policy stage D4 and the assembling stage D5 constituting the problem developing procedure T2. As a result, 30 points are allocated to the entire problem developing procedure T2. Twenty points are assigned to the final answer preparation procedure T3 or the preparation stage D6, and the total point of the exercise is 100 points. In this example, it can be seen that the points assigned to the other procedures T1 and T2 are larger than those to the answer preparation procedure T3.

  The 15 points assigned to the selection stage D1 are further allocated to each element. In the example of the figure, four points equal to the selection / object score, the selection / condition score, and the selection / unit score are assigned, and the remaining three points are assigned to the selection / drawing score. The same applies to the score in the confirmation step D2. The 20 points in the analysis stage D3 are evenly distributed to the four elements. As for the 15 points assigned to the policy stage D4, since the element involved in the policy stage D4 is only "clue", 15 points are assigned to "clue" as it is. The 15 points of the assembling stage D5 are directly assigned to the assembling points. The 20 points in the creation stage D6 are directly assigned to the creation scores.

  FIG. 16 shows an example of scores in another exercise. In this exercise, it is assumed that the first type element is only "object", "condition", and "unit", and that the second type element includes "formula" in addition to "clue". . Although the score for each stage is the same as that in FIG. 15, the score assigned to each element is changed according to the number of elements.

  In the above, the score assigned to each question was explained. As is clear from the above explanation, the score was not assigned to each question, but rather, the learning was attempted by each question. Scores are assigned to items that the person should understand. In other words, a score is determined for each question, and the score is assigned to an item (essential item) that the learner needs to understand and that the question relates to. Therefore, this score may be referred to as a score for each essential item. However, in the following, for the sake of simplicity, it may be referred to as a score assigned to the question.

  The A-type problem presentation routine 400 is executed according to, for example, FIG. First, the question sentence of the exercise selected in the question selection routine 30 is presented on the screen of the display device 4 (step 401). That is, as illustrated in FIG. 4, a question sentence is displayed in the question window 81A. Thereafter, a question for the exercise is selected (step 402). The order of presenting a plurality of questions for each exercise is predetermined as described above. In the question selection step 402, one question to be displayed next is selected according to the order of the questions.

  Immediately after the question sentence is presented, the question in the selection stage D1 is selected, and the question is presented in the answer input window 81B as illustrated in FIG. 4 (step 404). In this case, the question is a question asking for the selection of an element. At the same time, an answer input area 84 for inputting an answer to the question is displayed. The learner is required to click the scoring button 82A with a mouse after inputting a question answer in the answer input area 84.

  When the scoring button 82A is clicked (step 406), it is determined whether or not the question answer in the answer input area 84 is correct based on the question correct answer data stored in advance (step 408). If the answer is correct, the question score is displayed in the correct answer message area 85A together with the message of the correct answer as shown in FIG. 5 (step 410).

  If it is determined in step 408 that the answer to the question is incorrect, the number of incorrect answers to the question is counted up (step 420). When each question is first presented at step 404, the number of incorrect answers is set to an initial value of zero. When it is determined that the number of incorrect answers does not exceed the limit value (step 422), an incorrect answer message area 85B illustrated in FIG. 5 is displayed, and a message of incorrect answer is displayed (step 424).

  The learner is required to enter the answer to the question again. When the re-input is still incorrect and the number of incorrect answers exceeds the limit value, a message of incorrect answer and a question score of 0 are displayed in the incorrect message area 85B, and the correct answer is displayed, for example, below the area. (Step 426). When the answer is incorrect, the learner understands the correct answer and proceeds to the next question. In the present embodiment, the limit value of the number of incorrect answers is set to 1, for example. Thereby, the learner can input the answer to the question up to twice.

  When the scoring button 82A is not clicked, it is repeatedly checked whether or not the elapsed time after the presentation of the question has exceeded the first time limit for question (step 405), and the elapsed time has exceeded the first time limit. In this case, the incorrect message and the question score 0 are similarly displayed in the incorrect message area 85B, and the correct answer is displayed below the area (step 426). This prevents the learner from spending too much time on the same question, thereby preventing a reduction in learning efficiency. In addition, health concerns such as a decrease in visual acuity caused by viewing the display screen for a long time can be avoided at the question level.

  The question time limit can be predetermined for each question of each exercise, and is recorded in the time limit data group 95A (FIG. 2). The same applies to the second time limit data described later. However, the time limit for all questions on the same exercise can be equal. The value of the question time limit can be, for example, about 5 minutes. The time limit for all questions on all exercises can be equal. Time limits for some multiple questions on the same exercise can be different. For example, the time limits for the plurality of questions corresponding to the selection step D1, the confirmation step D2, and the analysis step D3 are made equal to each other, and the time limits for the plurality of questions corresponding to the policy step D4 and the assembly step D5 are made equal to each other. The time limits may be different from each other. Also, for different exercises, the time limits for questions corresponding to the same stage can be made equal.

  After the question score for the correct answer is displayed in step 410 or the question score 0 due to an incorrect answer or the time limit is exceeded is displayed in step 426, the question score is stored as one of the learner's performance data (step 412). ), And the question score rate is calculated and stored (step 414). The question score rate is the ratio of the score obtained by the learner to the score assigned to the question, and the score rate for one question is 100% when the question answer is correct, and is 100% when the question answer is incorrect. 0%.

  In a question in which a plurality of elements are selected as in the question Q1 in the selection step D1, a correct answer is obtained only when all elements are selected. However, scores are assigned to correctly selected elements. In the correct answer message area 85A, the total of the scores assigned to the elements having the correct answer is displayed.

  The question score rate calculated in step 414 is a score rate for each element. For example, the ratio of the score obtained by the learner to each element with respect to the score assigned to each of "purpose", "condition", "unit", and "drawing" is calculated as the score rate of the element. As described above, when any of the elements to be selected is selected, the score rate for that element is 100%.

  When the processing of one question is completed in this way, the process waits for the learner to click the “Next” button 83A (step 416). When button 83A is clicked, it is checked whether all questions for the exercise have been completed (step 418). If there are any remaining questions, the process returns to step 402, and the next question is processed similarly. When all the questions other than the question Q6 for preparing an answer are completed in this way, the learner has understood all items necessary for preparing the answer.

  Thereafter, a question Q6 for preparing an answer is presented. As described above, the question Q6 is a request for preparing an answer to an exercise, and the answer Q / S judgment and score calculation are performed on the question Q6 in exactly the same manner as the preceding question. When all the questions including the answer creation question Q6 have been completed in this way, the score for the exercise is calculated, displayed, and stored (steps 430, 432). This score is the sum of the scores for all questions.

  Although not shown in FIG. 17, when the elapsed time after the presentation of the question sentence in step 401 exceeds the second time limit set for the exercise before the preparation of the answer is completed, the learning is performed. And the correct answer of the exercise can be displayed, and the score of the exercise can be set to 0. In addition, among all the questions, only the score assigned to the question for which the correct answer is input is valid, and the score of the question that has not been answered is set to 0. In this case, the learner is required to finish learning the exercise within the second time limit, and the setting of the time limit is effective for improving the learning efficiency. In addition, health concerns such as a decrease in visual acuity caused by viewing the display screen for a long time can be avoided. The second time limit may be longer than the first time limit for questions, for example, about 15 minutes.

  FIG. 18 shows question score data obtained for one exercise. A column 601 describes the type of stage, and a column 602 describes elements related to the question asked in each stage. In a column 603, when a question regarding a plurality of elements is made for the same step and further for the same step, the score for each required item is stored for each element. In the figure, "drawing" is treated as an element in the selection stage D1, and "formula" is treated as an element together with "clue" in the policy stage, and scores for each problem and indispensable matter are stored corresponding to these elements. .

  In the last field 603A of the column 603, the question score is stored. In a column 604, a score rate for each problem item and each required item is calculated and stored by the aggregation routine 60 later. In the last field 604A of the column 604, the question score rate is similarly stored later by the aggregation routine 60.

  Hereinafter, the B-type problem presentation mode will be described. In the problem presentation routine 40 shown in FIG. 9, when the value of the A / B flag is 1, the B-type problem presentation routine 500 is started. In this routine 500, as shown in FIG. 6, a question sentence is displayed in a question window 81A. Data indicating the question sentence is stored in the B-type question data group 91B (FIG. 2) in the CD-ROM 7 in advance. Data indicating the correct answer is stored in the correct answer data group 92B in advance. Unlike the presentation of a question sentence in the type A question presentation routine, in the type B question presentation routine, options for answering the question are displayed at the same time, and an answer input area 84 is also displayed. Therefore, when the question sentence is presented, the learner is required to input the answer to the exercise. It should be noted that the method of inputting the answer to the question is not limited to the method of inputting options, but may be another method. For example, it goes without saying that, depending on the problem, a method of directly inputting numerical values or characters that are correct can be used.

  When the B-type problem presentation routine 500 is activated, the hint button 82B is activated, and the learner can click the hint button 82B when the answer to the exercise problem is unknown. When the hint button 82B is clicked, a hint menu 86 is displayed in the answer input window 81B. After the hint button 82B is clicked once, the hint menu 86 is continuously displayed.

  The hint menu 86 includes identification information of each of a plurality of hints, and is used to select a desired hint. Below, each hint identification information may be called a hint item. In the present embodiment, as the hint identification information, the names of a plurality of procedures, names of a plurality of stages, and names of a plurality of elements, which are used when presenting the same exercise in an A-type question presentation mode, are appropriately tree-structured. It is displayed in the shape. Data defining the displayed hint items is stored in the hint menu data group 93B (FIG. 2).

  Specifically, the procedure name of analyzing the question sentence and the name of each element are used for the hint item corresponding to the question sentence analysis procedure T1, but the name of each step is not used. This means that, as exemplified later, the hint corresponding to the question sentence analysis procedure T1 is the content corresponding to the analysis step D3 in this procedure, and the hint corresponding to the selection step D1 or the confirmation step D2 is not displayed. Because it is.

  On the other hand, a procedure name, a stage name, and an element name are used for the hint items corresponding to the question developing procedure T2. In correspondence with the answer creation procedure T3, only one stage name “create” is displayed as a hint item. Therefore, the contents of the hint menu will change depending on the exercise. In the illustrated exercise, “formal” is not used as an element of the policy stage D4, but in the figure, the hint item “formal” is shown in the dotted frame for reference. For simplicity of display, the name of the answer creation procedure T3 may not be displayed, and a hint item corresponding to the answer creation step D6 may be displayed as one of the question development procedures T2.

  If any of the hint items is clicked with the mouse by the learner, a hint corresponding to the selected hint item is displayed. The data defining the hint to be displayed is given by a hint data group 94B (FIG. 2). An example of a hint displayed for the exercise shown is shown in FIG. For the exercise shown in FIG. 6, hints relating to "object", "condition", "unit", and "drawing" are displayed as hints corresponding to the analysis stage D3.

  As can be seen from the comparison between FIG. 19 and FIGS. 11 to 13, when the same exercise is presented in the type A problem presentation routine 400, each hint is assigned to each element in the question sentence analysis procedure T1. On the other hand, the correct answer to the question presented in the analysis stage D3 is displayed as a hint. In other words, information indicating what the “object”, “condition”, and “unit” are, and a diagram showing a diagram of the exercise are shown as hints.

  For the hints corresponding to the policy stage D4 and the assembly stage D5 belonging to the problem development procedure T2, the correct answer of the question corresponding to each stage is displayed in the A-type problem presentation routine 400. However, in FIG. 19, in the hint for "clue", a diagram displayed as a hint for "drawing" is displayed together with the answer so that the answer to the question for "clue" is understood. The hint corresponding to the answer preparation step D6 is presented in the form of a completed answer in which the question presented as the answer request for the exercise in the A-type question presentation routine 400 is completed. When the hint is displayed, the learner knows the answer to the exercise problem. In the present embodiment, such an answer is also treated as a hint.

  After selecting one of the hint menus, the learner can further select other hint items as needed. In this way, even if the learner does not know the answer to the exercise, he can use some hints to come up with the answer to the exercise. As a result, the learning efficiency increases. It also leads to an increase in learning motivation. Furthermore, since the learner can select a hint that the learner wants to see, it is possible to eliminate wasteful time that occurs when the learner is forced to show all the hints, thereby improving learning efficiency.

  A penalty is predetermined for each hint, and the corresponding penalty is stored each time the learner views one hint. The deduction for each hint is given by the deduction data group 95B (FIG. 2). Even if the answer to the exercise question finally input by the learner is correct, the total of the deduction points assigned to the selected hint is subtracted from the full score of the exercise question (usually 100 points), and the rest is the student's question. Score. Even when the learner finally comes up with the correct answer to the exercise problem, the problem score obtained by the learner decreases according to the hint that the learner has seen before that. Therefore, the score will be determined to reflect the learner's ability. Note that the penalty for the hint in the answer preparation stage D6 is set to the same value as the perfect score (100 points), and even if the learner sees the hint and inputs a correct answer, the learner gets a problem score of 0. Become.

  FIG. 20 shows two examples of deductions for hints. In FIG. 15A, the points assigned to each question when the exercise is presented in the A-type question presentation mode are deducted from the hint items in the B-type question presentation mode corresponding to the case shown in FIG. Is shown. That is, the hints corresponding to each of the "object", "condition", "unit", and "drawing", which are the elements corresponding to the question sentence analysis procedure T1, include a selection step for the elements in the A-type question presentation mode. The sum of the scores assigned to the questions in D1, confirmation stage D2, and analysis stage D3 is assigned.

  For example, as can be seen from FIG. 15, 4, 4, and 5 points are assigned to the "object" at each stage. A total of 13 points are assigned to the hint item “object” in the B-type question presentation mode. The same applies to “condition” and “unit”. As can be seen from FIG. 15, 3, 3, and 5 points are assigned to “drawing” at each stage, and a total of 11 points are assigned to the hint item “drawing” in the B-type problem presentation mode.

  For the element "clue" for the policy stage D4 and the assembling stage D5 belonging to the problem development procedure T2, the scores 15, 15 assigned in the A type problem presentation mode respectively correspond to the corresponding hints in the B type problem presentation mode. Is assigned as a deduction.

  In the preparation stage D6 belonging to the answer preparation procedure T3, a value different from the score allocated to the question corresponding to the policy stage in the type A problem presentation mode is assigned as a deduction. That is, in the A-type problem presentation mode, 20 points are assigned to the policy stage D4, but in the B-type problem presentation mode, 100 points are assigned to the creation hint. Since the answer to the exercise problem is described in this hint, the penalty is set to the same value as the full score, and when this hint is opened, the problem score is set to 0. Note that if the learner opens the creation hint after opening another hint, the deduction will exceed 100 points, but in that case the student's problem score will be limited to zero.

  FIG. 20 (b) shows the same exercise question as the B-type question presentation mode corresponding to the case where the score assigned to each question when the exercise question is presented in the A-type question presentation mode is shown in FIG. The point deduction for each hint item when presented in is shown. In the case of FIG. 16, the elements corresponding to the question sentence analysis procedure T1 include only "object", "condition", and "unit", and do not include "drawing".

  Therefore, questions corresponding to the selection stage D1, the confirmation stage D2, and the analysis stage D3 for each element are assigned 5, 5, 20/3, respectively, and in the corresponding B-type question presentation mode, a total of 50/50 3 is assigned to the penalty for each element. On the other hand, in the policy stage D4 of the problem development procedure T2, unlike FIG. 15, “formula” is included in addition to “clue”, and eight points and seven points are assigned to “clue” and “formula”, respectively. In the B-type question presentation mode, the same value as these scores is assigned to the deduction for each element.

  Incidentally, in order to grasp the learner's ability in more detail, it is desirable that the score corresponding to the score for each question calculated in the A-type question presentation mode is also calculated in the B-type question presentation mode. Therefore, in the present embodiment, the following method is employed in order to realize both the hint-based deduction and the question-based score in the B-type problem presentation mode.

  In the A-type question presentation mode, when the answer to each question is correct, the score for each question assigned to the question is given to the learner as the score for each question. In the B-type question presentation mode, the score for the correct answer to all questions is given to the learner as an initial value in advance. When any hint is opened, the answer to one or several questions issued in the type A question presentation mode corresponding to the hint is regarded as incorrect, and the score for each question is changed to the type A question presentation. Determined in the same manner as in the embodiment.

  The question corresponding to the hint is defined as follows. When any of the hints in the hint group in the analysis stage D3, for example, the hint of the "object" is opened, the question of the selection stage D1, the question of the confirmation stage D2, and the question of the analysis stage D3 regarding the "object" are the hints. , And the score for each question is changed to 0 in the same manner as when all the answers to those questions are incorrect.

  For example, a case where the score for each question is shown in FIG. 15 will be described. The same applies to the case where the score for each question is illustrated in FIG. In FIG. 15, when the hint of "object" is opened, the selection / object score 4, confirmation / object score 4, and analysis / object score 5 are all 0, and a total of 13 points are deducted. become. The same applies when a hint corresponding to “condition” or “unit” is opened. When the "drawing" hint is opened, the selection / plotting score 3, confirmation / plotting score 3, and analysis / plotting score 5 are all set to 0, and a total of 11 points are deducted.

  If the "clue" hint is opened in the policy stage D4, the question about the "clue" is treated as the corresponding hint, and the policy / clue score is 0 as in the case where the answer to this question is incorrect. Is changed to The same is true of the "assembly" hint. If the "Create answer" hint is opened, this hint will be treated as a corresponding question, not only the question in the preparation stage D6, but the score for all the questions will be zero, thus the penalty will be It will be 100.

  When the score-by-question data is updated in this way, when the learner inputs the answer to the exercise problem, the question score is obtained by calculating the total of the score-by-question stored at that time. Therefore, in this method, when any hint is opened, the points reflecting the total points of the deductions can be obtained only by calculating the total of the scores for each of the above questions without having to accumulate the points each time. . However, even in the penalty management method according to such a method, it can be considered that the corresponding penalty is stored every time the hint is selected, and the total of the penalty is calculated.

  In FIG. 6, when the learner comes up with the answer to the exercise and inputs the answer in the answer input area 84, the learner clicks the scoring button 82A. As a result, it is checked whether or not the input answer is correct. If the answer is correct, the same correct message area as the correct message area 85A in FIG. 5 is displayed, and the correct message and the score are displayed therein. If the answer is incorrect, the same incorrect message area as the incorrect message area 85B of FIG. 5 is displayed, the incorrect answer is displayed in the area, and the correct answer is displayed below the area. You.

  At this time, when the learner clicks the comment button 82C, a detailed description of the correct answer is displayed. If there is another answer, another answer button is displayed at the end of the explanation, and when the learner selects that button, another answer is displayed.

  In the B-type problem presentation routine 500, two time limits are set. The values of the time limit data are given by a time limit data group 96B (FIG. 2). If the elapsed time exceeds a predetermined time limit before the learner sees any hints, at least one hint important from the viewpoint of learning efficiency, for example, a "clue" hint is forcibly displayed, whereby Encourage learners to create answers. Of course, if the learner has already seen the "clue" hint, the hint is not redisplayed. Further, even when another elapsed time that is longer than the above-mentioned time limit has elapsed, the answer to the exercise problem is displayed in consideration of the learning efficiency, and the learner can learn the exercise problem. Spending too much time on the same exercise without knowing the answer is not desirable in terms of learning efficiency. Further, it is not desirable for the learner to look at the display screen for a long time in view of health concerns such as a decrease in visual acuity.

  Hereinafter, the details of the B-type problem presentation routine 500 will be described with reference to FIG. In the B-type question presentation routine 500, a question sentence and options for answering the exercise are displayed in the question window 81A (FIG. 6) (step 501), and an answer input area 84 is also displayed (step 503). At this point, the learner has been required to enter an answer to the exercise.

  Thereafter, if there is no answer input by the learner, it is determined whether or not the elapsed time after the presentation of the question sentence exceeds a predetermined third time limit (step 504). The time limit is set so as to stop learning when the input of the answer to the exercise problem by the learner is too late. If the elapsed time does not exceed the time limit, the hint display control routine 550 is started. The third time limit can be, for example, about 15 minutes, similar to the second time limit for the exercise used in the A-type question presentation mode.

  As shown in FIG. 22, the hint display control routine 550 first determines whether or not the hint menu 86 (FIG. 6) has been displayed (step 551). If the hint menu has not been displayed, the hint button 82B (FIG. 6) ) Is clicked (step 552). When this button is clicked, a hint menu 86 is displayed in the answer input window 81B (step 553). When the hint menu is already displayed or when the hint menu is not displayed but the hint button 82B is not clicked, the hint menu 86 is not displayed. However, after the hint button 82B is clicked once, the hint menu 86 is continuously displayed.

  After the hint menu 86 is displayed, it is determined whether or not the elapsed time after the presentation of the question exceeds the fourth time limit (step 554). The fourth time limit is set in order to forcibly display a specific hint to promote learning when a learner inputs a solution to an exercise problem too late. The fourth time limit is set shorter than the third time limit. For example, the fourth time limit is equal to or longer than 5 minutes, which is the first time limit for questions used in the type A problem presentation mode, and is shorter than the third time limit, for example, 5 minutes. It is set to about 10 to 10 minutes.

  If the elapsed time does not exceed the fourth time limit, it is determined whether any hint has been selected, that is, whether any hint identification information in the hint menu has been selected (step 555). If any hint is selected, the selected hint is displayed (step 556). Further, a predetermined deduction is stored according to the selected hint (step 558). The method of updating the score data for each question described above is used for storing the deductions. If the question-specific score data is not used, the deduction may be stored by accumulating the deduction every time a hint is selected.

  If the learner has not selected a hint in the determination at step 555, the hint is not presented and the hint display control routine 550 ends. If the elapsed time exceeds the fourth time limit in step 554, a specific hint is displayed. Here, a hint for "clue" important for finding the answer to the exercise problem is forcibly displayed (step 557).

  When a certain amount of elapsed time has passed without the answers to the exercises being entered, the learner is considered to be at a standstill, so give important hints for finding the answers to the exercises and encourage learning. Has become.

  Note that, even when the elapsed time exceeds the fourth time limit, the clue hint display step 557 is not executed if the hint for “clue” has already been selected by the learner. Therefore, in practice, a step (not shown) for determining whether or not a hint for “clue” has been displayed before step 557 is performed. Step 557 is executed so that the hint is displayed.

  Even when the hint for "clue" is forcibly displayed, the deduction point is stored corresponding to the hint (step 558). When the "clue" hint is displayed, the scores of the "clusus" question and a plurality of questions to be asked before that are all set to 0 in the question score data shown in FIG. If the score for each question is as shown in FIG. 15, the deduction reaches 65 points.

  When the hint display control routine 550 ends as described above, the process returns to the B-type problem presentation routine 500. There, it waits for the learner to input the answer to the exercise into the answer input area 84. That is, it is determined whether or not the scoring button 82A (FIG. 6) is clicked. Unless the scoring button 82A is clicked, the step 504, the hint display control routine 550, and the determination step 505 are repeated. When the scoring button 82A is clicked, it is determined whether or not the answer is correct (step 506).

  If the answer is correct, a question score is calculated (step 507). For this purpose, the scores for each question in the question score data as shown in FIG. 18 may be accumulated. This question score is stored in the question score field 603A. The question-specific score data is stored as performance data on a hard disk (not shown). If the question score data is not used, the difference between the full score and the total deductions up to that point may be calculated. Then, the correct message area is displayed in the same manner as the correct message area 85A shown in FIG. 5 in the type A problem presentation mode, and the correct message and the score of the question are displayed (step 508).

  When the answer is incorrect, all the scores for each question in the question score data shown in FIG. 18 are set to 0 points. Therefore, the total of those points will be 0 points. This zero point is stored in the question score field 603A. Then, as in the incorrect message area 85B shown in FIG. 5 in the A-type problem presentation mode, the incorrect message area is displayed, the message of the incorrect answer and the problem score 0 are displayed, and the correct answer is displayed below the area. Is displayed (step 510). Whether the answer is correct or incorrect, the process proceeds to the determination step 518 thereafter.

  When it is determined in step 504 that the elapsed time exceeds the third time limit, all the scores for each question in the question score data shown in FIG. Then, the total score of the questions is set to 0 (step 514). After that, the exercise problem time over message area similar to the incorrect answer message area 85B shown in FIG. 5 in the type A problem presentation mode is displayed, the elapsed time exceeds the time limit, and the exercise problem learning time is over. The message and the zero point of the question are displayed, and the correct answer is displayed below the area (step 516). After that, the processing moves to a decision step 518.

  At decision step 518, it is determined whether the comment button 82C has been clicked, and if so, a detailed commentary of the answer is displayed (step 520). Thereafter, it waits until the “next” button 83A is clicked (step 522). When the “Next” button 83A is clicked, the B-type question presentation routine 500 ends for the current exercise.

  Thereafter, the process returns to the question presentation routine 40 (FIG. 9), and the process returns to the totaling routine 60. Details of the counting routine 60 will be described later. Since the “Next” button is clicked, the question selection routine 30 is restarted, and the next exercise is presented according to the processing shown in FIG. As described with respect to the presentation of the exercises in the type A problem presentation mode, when the next exercise question is presented in the type B problem presentation mode, the similar questions continue until two passing questions are obtained. Is presented.

  Thus, learning in the B-type problem presentation mode is continued. When the learning of a new unit is started, the exercise questions are presented in the A-type question presentation mode as already described with respect to the question selection routine 30.

  Hereinafter, the counting routine 60 will be described. The aggregation routine 60 is executed to analyze a student's performance on a plurality of exercises and generate data for determining the ability of the learner from a plurality of viewpoints. This routine is executed every time one exercise is completed, each time a similar exercise is completed, and every time one exercise is completed in one unit at one level. To be executed. The data tabulated by the tabulation routine 60 is stored on the floppy disk 9 in the personal computer 1.

  FIG. 23 shows a schematic flowchart of the counting routine 60. However, the figure shows only steps for calculating some representative score rates among the plurality of score rates calculated by the totaling routine 60.

  When one exercise is completed, a score rate for each required matter for the exercise is calculated (step 661). In step 661, the question score rate is also calculated. Further, a plurality of basic achievement score rates for a plurality of basic achievements are calculated (step 663). In step 663, a plurality of problem-based basic achievement score rates for the basic achievements are also calculated.

  As shown in FIG. 18, the score rate 604 for each indispensable item for each exercise is the ratio between the score 603 for each indispensable item for the exercise and the score for the indispensable items. The problem score rate 604A is a ratio of the problem score 603A to the full score. When the perfect score is 100 points, the value of the question score rate 604A is equal to the question score 603A for one exercise.

  In this embodiment, as examples of the basic academic ability, memory ability, calculation ability, Japanese language ability, understanding ability, and imagination ability are treated. As shown in FIG. 24, a plurality of basic achievement scores for each of a plurality of basic requirements for each problem are calculated for each of a plurality of basic achievements corresponding to each essential requirement. These score rates are, specifically, a memory score score 605 for each essential item by problem, a calculation score score 606 for each essential item for each problem, a Japanese language score score ratio 607 for each essential item for each problem, and a comprehension skill for each essential item for each problem. The score rate 608 or the creativity score rate 609 for each essential item for each problem.

  As shown in FIG. 25, for each of the required items for each exercise, the points to be further allocated to a plurality of basic academic abilities among the points 611 assigned to the required items or the ratio of the points (pointing ratio) are determined. , Is stored in the CD-ROM 7 as a part of the grouping data group 94A (FIG. 2). In the figure, for example, for the selection / object, an equal scoring rate of 1/3 is determined for three basic academic abilities, that is, memory, Japanese language, and comprehension. An equal scoring rate of 1/4 is defined for four basic academic abilities including imagination.

  If the answer to the question regarding each essential matter is correct, the score assigned to the essential matter is further assigned to the basic academic ability assigned a non-zero scoring rate corresponding to the essential matter. In addition, 611A shows a perfect score, 615A shows the sum of the scores for the memory skills, 616A shows the sum of the scores for the calculation skills, 617A shows the sum of the scores for the Japanese language skills, and 618A shows the sum of the scores for the comprehension skills. 619A indicates the sum of the points assigned to the imagination.

  Depending on the exercises, it may be desirable to change the scoring rate by basic achievement for the same essentials, but in this embodiment, for the sake of simplicity, the same mandatory It is assumed that the score rate for each item by basic achievement is the same. In FIG. 25, the elements related to the selection step D1 include “drawing”, but some exercises do not include “drawing”.

  In such a case, the points assigned to the selection / object are also changed. Therefore, the same scoring table can be used for a plurality of exercises with the same combination of essential matters, but another scoring table is prepared in advance for another exercise with a different combination of essential matters from FIG. Has been determined.

  Returning to FIG. 24, each of the above-mentioned basic achievement score rates for each of the plurality of essential matters according to the issues is the learner's score among the points assigned to the basic achievements which are associated with the basic achievement score rates for each essential matter. Is the percentage of points obtained. Actually, instead of calculating the score for each basic achievement, it is determined according to whether the answer to the question on each essential matter is correct or incorrect as follows. If the answer to any of the essential questions is correct, the scoring rate of basic academic ability assigned a non-zero scoring rate corresponding to the essential matter is set to 100, and the answer to the essential questions is incorrect. In the case of, the score rate of those basic achievements is set to 0. The scoring rate of basic scholastic ability to which the scoring rate 0 is assigned corresponding to the essential matter is not determined.

  The plurality of basic achievement scores for each of the plurality of basic achievements calculated in step 663 are, specifically, a memory achievement score for each problem 605A, a calculation achievement score for each problem 606A, a Japanese language score for each problem 607A, and a problem for each problem. The comprehension score rate is 608A, and the creativity score rate by problem is 609A. The problem-based memory score 605A was further assigned to the memory from the score assigned to the essential item for which the learner's answer was correct for the total score 615A (FIG. 25) assigned to the memory for all the essential items. This is the ratio of the total points. In the calculation of the memory ability score rate 605A for each problem, the score related to the memory ability obtained by the learner is calculated for each essential matter according to the score table shown in FIG. 25, and the sum of the scores for all the essential matters is calculated. There is a need.

  Similarly, the score 606A for each problem, the score 607A for Japanese language, the score 608A for understanding each problem, and the score 609A for each problem are 616A, which are allotted to each scholastic ability for all essential items. , 617A, 618A, 619A (FIG. 25).

  After completion of the exercise, when a similar question to the exercise is completed, a plurality of score rates are calculated as described above for the exercise, as described above. As described with respect to the question selection routine 30 (FIG. 8), in the present embodiment, when two exercises and two similar questions are successively passed, the exercise is completed.

  When the above-mentioned passing condition is satisfied when the similar question is completed, each of the plurality of score rates calculated for the similar question and the corresponding one of the plurality of score rates stored for the above-mentioned exercise questions Is calculated, and each average value is stored as a new score rate for the exercise.

  In this way, a plurality of scoring rates for one exercise that has passed and been completed are determined. Each time such a plurality of exercises having different score rates are calculated and saved.

  When one of the exercises belonging to one level of one unit is completed, as shown in FIG. 26, various score rates including a plurality of unit-based required item-level score rates for a plurality of question levels are calculated. (Step 665). The unit-based required item-based score rate 624 is a score rate obtained by averaging the problem-based required item-based score rates 604 (FIG. 18) previously calculated for a plurality of exercises belonging to the same unit for each required item. The unit-based score rate 624A is a score rate obtained by averaging the question score rates 604A (FIG. 18) previously calculated for a plurality of exercises belonging to the same unit. The unit-based required item-based score 624 and the unit-based score 624A are updated each time one of the exercises belonging to the unit is completed.

  A plurality of unit-based required item-specific level score rates are, specifically, a unit-based required-item-based basic problem score rate 625, a unit-based required item-based basic problem score rate 626, a unit-based required item-based standard problem score rate 627, It is the application problem score rate 628 for each essential item for each unit. The basic problem score rate 625 for each essential item per unit is obtained by averaging the score rate 604 (FIG. 18) for each essential item calculated for each of a plurality of exercises belonging to the basic problem of the same unit for each essential item. It is a score rate. The basic problem score rate 626 for each unit required item, the standard problem score rate 627 for each unit required item, and the application problem score rate 628 for each unit required item are the same as the basic problem score rate 625 for each unit required item.

  In step 663, a plurality of unit-based basic achievement score rates for a plurality of basic achievements are also calculated. Specifically, these score rates are a unit-based basic problem score rate 625A, a unit-based basic problem score rate 626A, a unit-based standard problem score rate 627A, and a unit-based applied problem score rate 628A. The unit-based basic problem score rate 625A is a score rate obtained by averaging the question score rates 604A (FIG. 18) previously calculated for a plurality of exercises belonging to the same unit basic problem. The basic problem score rate 625A for each unit essential item and the basic problem score rate 625A for each unit are updated every time one of the exercises included in the basic question of the unit is completed. The unit-based basic problem score 626A, the unit-based standard problem score 627A, and the unit-based applied problem score 628A are the same as the unit-based basic problem score 625A.

  When one of the exercises in one unit is completed, as shown in FIG. 27, some score rates including a plurality of basic achievement score rates by basic unit for a plurality of basic achievements are also included in the exercise. It is updated regardless of the problem level of the problem (step 667). The basic academic achievement score rate for each essential item by unit is, specifically, the memory ability score rate for each unit essential matter 635, the calculation ability score rate for each unit essential matter 636, the Japanese language score rate for each unit essential matter 637, the unit The comprehension score rate for each essential item 638 and the imagination score score for each essential item 639 for each unit.

  The memory score rate 635 for each essential item per unit is obtained by averaging the memory score rate 605 (FIG. 24) for each essential item calculated for each of a plurality of exercises belonging to an arbitrary problem level in the same unit, for each essential item. It is the score rate obtained by doing. The required score for each unit, 636, the required score for each unit, 637, the required score for each unit, 638, the required score for each unit, 639, Same as the score 635.

  Further, a score rate for each of a plurality of basic achievements for a plurality of basic achievements is calculated. These score rates are, specifically, a memory score score for each unit 635A, a calculation score score for each unit 636A, a language score score for each unit 637A, a comprehension score score for each unit 638A, and a creative score score for each unit 639A. . The unit-based memory score 635A is a score obtained by averaging the question-based memory score 605A (FIG. 24) previously calculated for a plurality of exercises belonging to an arbitrary problem level of the same unit. The unit-based calculation score 636A, the unit-based language score 637A, the unit-based understanding score 638A, and the unit-based imagination score 639A are the same as the unit-based memory score 635A.

  In FIG. 27, the score 624 for each essential item and the score 624A for each unit are already shown in FIG. 26. For comparison with the basic academic achievement score for each essential item for each unit, these scores are shown in FIG. Stored in combination with data.

  When one of the exercises in one unit is completed, as shown in FIG. 28, a plurality of score rates including a plurality of unit-based basic achievement-related level score rates related to different basic achievements and problem levels are also included in the exercise. Is updated irrespective of the problem level (step 669). These unit-specific basic achievement level score rates are, specifically, unit-basic achievement level-based basic problem score rate 645, unit-based basic achievement level-based problem score rate 646, unit-specific basic achievement level-based score 647, and so on. The score is 648 for the applied questions for each unit of basic academic ability.

  The basic problem score rate 645 by unit basic scholastic ability is obtained by calculating the memory score rate by problem 605A, the calculation score by problem 606A, and the Japanese language ability by problem for each of a plurality of exercises belonging to the basic unit of the same unit. This is a score rate obtained by averaging the score rate 607A, the problem-based comprehension score rate 608A, and the problem-based creativity score rate 609A (FIG. 24) for each basic academic ability. The unit-based basic achievement-based basic problem score 645 is updated when an exercise belonging to any unit basic problem is completed. The same applies to the basic problem score rate 646 for each basic achievement level, the standard problem score rate 647 for each basic achievement level, and the application problem score rate 648 for each basic achievement level.

  In the figure, the score 641 for each unit of basic achievement for a plurality of basic achievements is, specifically, a memory score for each unit 635A, a calculation score for each unit 636A, a Japanese language score for each unit 637A, a unit-specific understanding. The power score rate is 638A, and the creative power score rate per unit is 639A. These scoring rates are the same as the scoring rates of the same name already shown in FIG. The unit score 624A is also the same as the score of the same name shown in FIG. Further, the unit-based basic problem score 625A, the unit-based basic problem score 626A, the unit-based standard problem score 627A, and the unit-based applied problem score 628A are the same as the score of the same name shown in FIG. These scoring rates are stored together with the above-described unit-based basic achievement level scoring rates for comparison. The counting routine 60 is executed as described above.

  The learner can click on the data button 83B in the system screen to view the data of the various unit-based score rates updated as described above. Although not described in detail, a menu screen for selecting a unit for which the student's performance is desired to be viewed and a menu screen for selecting any one of FIGS. 26 to 27 as data relating to the unit are displayed. Based on the screens of these menus, it is possible to see the results of any unit of the learner, the data shown in any one or all of FIGS. 26 to 27, or a graph of the data. 26 to 27, the learner's ability can be analyzed from different viewpoints.

  The three score rate data shown in FIGS. 26 to 27 correspond to a three-dimensional space as shown in FIG. The X axis represents different essentials. The Y-axis represents different exercises in units. The Z axis represents different basic achievements.

  When passing through a position corresponding to a certain unit on the Y axis and cutting the Y axis by a plane perpendicular to the unit, a rectangle P as shown in the figure is obtained. On the side S1 of the rectangle P on the XY plane, a score rate for each unit and for each problem level as shown in FIG. 26 appears. On the side S2 of the rectangle P on the YZ plane, a score rate for each unit for each basic scholastic ability and for each problem level appears as shown in FIG. On the plane of the rectangle P, as shown in FIG. 27, a score rate for each unit and for each basic achievement level calculated over a plurality of question levels for the unit appears.

  <Embodiment 2 of the Invention> The present invention is not limited to learning in a science-based department such as the arithmetic described above. In this embodiment, a case where the present invention is applied to learning a Japanese language will be described.

  30 and 31 show an example of a question sentence relating to a Japanese language. In this exercise, there are three questions from 1 to 3. This exercise is an exercise in the national language for the sixth grade of elementary school. The unit is an editorial sentence, and the problem level is an applied problem. 32 to 35 show a series of questions that are presented when this exercise is presented in the A-type question presentation mode. The figures also show the correct answer after each question for reference. When a plurality of questions are included in the same exercise as in questions 1 to 3 of this exercise, in principle, a series of steps from the selection step D1 to the answer preparation step D6 for the exercise is performed. A plurality of questions are presented, and for each question, a plurality of questions are presented for a series of steps from a selection step D1 to an answer preparation step D6. However, questions for some stages may be omitted.

  Question 1 is a question in the selection stage D1 in the question sentence analysis procedure T1, and here, “contents of a formal paragraph”, “confirmation of a meaningful paragraph”, “contents of a meaningful paragraph”, and “structure diagram” are selected. It is an element that should be. Question 2 is a question in the confirmation stage D2 for “form paragraph”. Question 3 is a question in the analysis stage D3 for the “form paragraph”. Question 4 is a question in the confirmation stage D2 regarding “confirmation of the meaning paragraph”.

  Question 5 is a question in the analysis stage D3 regarding “confirmation of the meaning paragraph”, and asks the position of the meaning paragraph. No question is asked in the confirmation stage D2 for "content of semantic paragraph". When the answer to the question 4 is correct, the answer to the question in the confirmation step D2 of the “contents of the meaning paragraph” is also treated as correct. Question 6 is a question in the analysis stage for “contents of the meaning paragraph”. No questions were asked at the confirmation stage regarding the “configuration diagram”. When the answer to the question 4 is correct, the answer to the question in the confirmation step D2 regarding the “configuration diagram” is also treated as correct. Question 7 is a question in the analysis stage D3 for the “configuration diagram”.

  No question has been asked in the question sentence analysis procedure T1 regarding Question 1. Thus, the question analysis is omitted when the question is self-evident. No question was asked in question development procedure T2 for Question 1. That is, since the “contents of the meaning paragraph” is the “clue” of the normal purpose, the question of the “clue” in the policy stage D4 is not asked. Furthermore, since the "configuration diagram" is usually the main purpose of assembling, the assembling question is not asked in the assembling stage D5. Question 8 corresponds to the question in step D6 of preparing the answer to question 1.

  The question in the question sentence analysis procedure T1 relating to Question 2 is not asked for the same reason as in Question 1. Question 9 is a question regarding "clue" at the policy stage D4 of the problem development procedure T2 for Question 2. Question 10 is a question in the assembly stage D5 in the question development procedure T2 for Question 2. The question 11 corresponds to the question in the step D6 of preparing the answer to the question 2.

  Regarding question 3, question 12 is a question in the selection stage D1 in the question sentence analysis procedure T1. Here, “object” and “condition” are elements to be selected. In the figure, "object" is described as "object" for simplicity. The question 13 is a question in the confirmation stage D2 regarding the "object" in the question sentence analysis procedure T1. The question 14 is a question in the analysis stage D3 relating to the "object" in the question sentence analysis procedure T1.

  The question 15 is a question in the confirmation stage D2 regarding “condition” in the question sentence analysis procedure T1. The question 16 is a question in the analysis stage D3 relating to "conditions" in the question sentence analysis procedure T1. Question 17 is a question regarding "clue" for policy stage D4 in problem development procedure T2. The question 18 is a question for the assembly stage D5 in the problem development procedure T2. Question 19 corresponds to the question in step D6 of preparing the answer to Question 3.

  Note that the explanation of the hint menu and the hints used in the B-type question presentation mode related to the above-mentioned Japanese language practice questions are omitted for simplification.

  According to some of the embodiments described above, a learner can be guided to find an answer to an exercise problem in accordance with a certain thinking process using the A-type problem presentation mode. As the learner learns different exercises, he / she will practice a logical thinking process of finding answers to the exercises, thereby increasing the learning effect.

  Furthermore, in the B-type problem presentation mode, necessary hints can be referred to as needed, so that those with high learner's ability will see almost no hints or see only a few hints. You can find the answer, so the learning time is short. Even if the learner's ability is not so high, the necessary hints can be seen, so that the possibility of succeeding in preparing the answer is increased, and the learning efficiency is also increased. Regardless of which question presentation mode is used, there is a high possibility that the answer will be created successfully, so that the learner's willingness to learn is increased.

  The present invention is not limited to the above-described embodiments, and various modifications or changes can be made without departing from the spirit of the present invention.

  For example, in the above-described embodiment, the answering procedure for the exercises is composed of the question sentence analyzing procedure T1, the question expanding procedure T2, and the answer creating procedure T3. However, it can be divided into more steps. Furthermore, the number of steps belonging to each procedure can be increased or decreased. For example, in the selection stage D1 of the question sentence analysis procedure T1, a plurality of elements are selected at the same time, but it is also possible to sequentially select these elements. Alternatively, the confirmation step D2 for each element can be omitted.

  Also, as in the selection stage D1, the confirmation stage D2, or the analysis stage D3, there was a stage in which a plurality of questions about each of a plurality of elements were made in the same stage, but the number of questions corresponding to each stage was reduced to one. Needless to say, when asking similar questions about different elements, separate steps for each element may be provided. For example, the number of confirmation steps may be increased, such as confirmation step 1 relating to “object”, confirmation step 2 relating to “conditions”, and confirmation step 3 relating to “unit”.

  You can also change the number of questions used. For example, the question of the assembly stage D5 in the question development procedure T2 may be omitted in some cases. In this case, the question for the policy stage D4 may be used for the problem development procedure T2. If the element for the policy stage D4 is only "clue", there is only one question for the policy stage D4 and one question for the problem development procedure T2. In other words, among the plurality of questions presented in the A-type question presentation mode, among the plurality of items to be understood by the learner, at least one question relating to at least one item not represented in the question sentence may be sufficient. Will be. Furthermore, in the question sentence analysis procedure T1, the questions of the selection stage D1, the confirmation stage D2, and the analysis stage D3 are made for each element, but the total number of these questions can be changed. For example, a selection question and a confirmation question regarding a plurality of elements can be omitted. In that case, in the question sentence analysis procedure T1, the questions in the analysis stage D3 for the number of elements are used.

  Further, the total number of questions can be set to one. For example, a question for each element for the analysis stage D3 can be completed with one question. Specifically, what is the “object”, what is the “condition”, and what is the “unit”. In the sentence of "", change "What is it" to various contents, prepare a plurality of sentences, and use those sentences as options. Will be done. Even with such a single question, it is possible to point out a plurality of elements represented by the question sentence. After all, at least one question should be asked for the question sentence analysis procedure T1.

  Further, in the type A problem presentation mode, as a method of calculating a halfway point for the answer to each question, when the answer to each question is correct, the score assigned in advance to the question is stored as a halfway point to the question. . However, an intermediate point may be calculated by another method. That is, the scores for all the questions may be given to the learner in advance, and when the answer to any of the questions is incorrect, the score previously assigned to the question may be set to 0.

  In the embodiment of the first invention, each time learning of a new unit starts, the question presentation mode is set to the A-type question presentation mode as an initial value. When the average value of the score rates for a plurality of exercises exceeds the standard, the exercise presentation is automatically changed so that the subsequent exercises are presented in a B-type exercise presentation, and the unit does not change thereafter. We used the B-type problem presentation mode. However, when an exercise is presented in the B-type problem presentation mode, when the average value of the score rates for a plurality of exercises is less than or equal to a predetermined value, the subsequent exercises are presented in the A-type problem presentation mode. The presentation mode may be changed from the B-type question presentation mode to the A-type problem presentation mode so as to be presented.

  Further, instead of the automatic change of the question presentation mode, a method of determining the question presentation mode according to the instruction of the learner can be adopted.

  Further, in the embodiment of the first invention, in the A-type question presentation mode, a plurality of questions stored in advance for the exercise questions are all sequentially presented to the learner. However, instead of this, it is also possible to adopt a method of omitting the input of the answers to some of the questions according to the instruction of the learner.

  For example, a method of presenting a next question without presenting an answer to the question when the learner clicks a “Next” button 83A (FIG. 4) after presenting a question on the system screen, for example. Can be adopted. In this case, it is necessary to determine the score for the question for which the input of the answer is omitted by an appropriate method. For example, only when the answer to the next question is correct, the answer to the preceding question can be treated as a correct answer.

  While presenting a series of questions for the exercise in the A-type question presentation mode, when the learner comes up with an answer to the exercise and clicks the appropriate button on the system screen, the student will be able to create an answer after that. A method may be used in which all the questions to be presented before the first question are skipped, and a question for preparing an answer is immediately presented.

  Furthermore, even when the A-type question presentation mode is used, only a plurality of questions corresponding to a plurality of stages belonging to the question sentence analysis procedure T1 are sequentially presented, and a plurality of questions corresponding to a plurality of stages belonging to the question development procedure T2 are displayed. The presentation can be omitted. Such a method is effective for letting learners with weak Japanese language intensively understand problem sentences. Such partial presentation of a question may be performed based on an operation input by a learner.

  Alternatively, the teaching material data can be created in advance so as to include only a plurality of questions corresponding to a plurality of stages belonging to the question sentence analysis procedure T1 and not to include a plurality of questions corresponding to a plurality of stages belonging to the question development procedure T2. . Further, the function of the learning program may be limited to sequentially present only a plurality of questions corresponding to a plurality of stages belonging to the question sentence analysis procedure T1.

  Conversely, a plurality of questions corresponding to a plurality of stages belonging to the question development procedure T2 may be sequentially presented, and the presentation of a plurality of questions corresponding to a plurality of stages belonging to the question sentence analysis procedure T1 may be omitted. Such a method is effective in shortening the learning time when the learner's ability is high. Such partial presentation of the question may be performed based on an instruction from the learner. Alternatively, a learning material can be created so as to include only a plurality of questions corresponding to a plurality of stages belonging to the problem development procedure T2 and not to include a plurality of questions corresponding to a plurality of stages belonging to the problem sentence analysis procedure T1. . Further, the function of the learning program may be limited to sequentially present only a plurality of questions corresponding to a plurality of stages belonging to the problem development procedure T2.

  In the embodiment of the first invention, the learner prepares an answer to the exercise as an answer to the last question in the series of questions. Therefore, the preparation of the answer requires the learner to input the answer to the exercise in the form of the answer. Therefore, presenting this last question to the learner is an answer input request for the learner to input the answer to the exercise.

  Needless to say, the form of input of the answer to the exercise may be a form that requires the user to directly input the solution of the exercise, for example, from a plurality of options, instead of the form of the answer. In addition, a method of directly inputting a numerical value or a character that is a correct answer instead of inputting an option may be used. Further, the input of the answer to the exercise problem may be requested indirectly by another method without explicitly presenting a message for inputting the answer to the exercise problem on the screen. For example, it is possible to request the input of the answer to the exercise problem simply by presenting the answer input area on the screen. More generally, it can be said that the time when the answer to the exercise problem is ready to be input by the learner or the time when the answer input from the learner can be processed is the time when the input of the answer to the exercise problem is requested. .

  The plurality of questions may be presented in other ways. For example, presenting the exercise on the display screen, presenting the answer with the fill-in-the-blank question added to verify the understanding of the plurality of essential items to the learner, and requesting the student to create the answer, that is, completing the answer You can also take the method of asking. Specifically, for example, in response to Question 1 (FIG. 11) in the first embodiment of the present invention, a sentence “The elements necessary for grasping the problem sentence are □, □, □, and □”. Prepare the answer with. Here, □ indicates a hole to be filled. Similarly, another plurality of fill-in-the-blank questions corresponding to the other plurality of questions are added in advance to the answer guide to be created. The options to be filled in the hole are displayed following or corresponding to the text containing the hole. A plurality of sentences having such holes are sequentially displayed on the screen together with corresponding options. That is, the answer is moved stepwise substantially upward, and the portions located below the answer are sequentially displayed on the screen. The learner selects an option to be inserted into the hole included in the sequentially displayed text and inputs it into a separately provided answer input window. If the answer entered by the learner for the fill-in-the-blank question corresponding to one question is incorrect, the correct answer is displayed, and at that point the learner understands the correct answer to the question.

  In the method using such an answer, a plurality of questions used in the first and second embodiments of the present invention are replaced with corresponding fill-in-the-blank questions. Performs the same function as the question. Therefore, these fill-in-the-blank problems can be considered as questions. The number of holes to be filled in one sentence can be determined appropriately. For example, it goes without saying that a plurality of holes corresponding to several questions may be provided in one sentence.

  In the first and second embodiments of the present invention, the input of the answer to the exercise problem is requested by the learner in the form of preparing the answer. Prior to the answer preparation stage D6, a plurality of questions were presented to the learner to verify understanding of a plurality of items (essential items) to be understood in order to come up with an answer to the exercise. This makes it possible to verify whether the learner understands each essential item. Furthermore, when the learner's answer to the question was incorrect, the next question was presented after the correct answer was presented to the learner. As a result, even a learner who cannot correctly answer some questions can proceed to the answer preparation stage D6. Furthermore, the plurality of questions are arranged in an order corresponding to a plurality of predetermined stages so that the plurality of essential items are sequentially understood in accordance with a predetermined thinking process to be performed by a learner to find an answer to the problem. Were presented in sequence. Thus, by learning a plurality of exercises in such a manner, the learner naturally learns the predetermined thinking process.

  As described above, the embodiments of the first and second aspects of the present invention include some characteristic techniques. In some cases, it is effective to realize only a part of those characteristics. is there. For example, it is effective to simply verify the understanding of the above-described plurality of essential items, and other methods can be employed to achieve the purpose.

  For example, displaying the correct answer for each question before presenting the next question may be omitted. In the following, for the sake of simplicity, an input request for an answer to an exercise may be treated as one of the questions as in the first and second embodiments. The learner is required to input answers to all questions including questions that require input of answers to exercises. Score all answers to all questions at once. The correct answer to each question will be presented after the end of the scoring. As for the method of presenting the plurality of questions, it is preferable to sequentially present the plurality of questions to the learner one by one or to divide the plurality of questions into a plurality of groups and sequentially present them to the learner one by one. Otherwise, the question located later may include the answer to the question located earlier. When presenting the plurality of questions sequentially, the next question is presented after the answer to a certain question is input. Alternatively, when the answer to the question is not input and the elapsed time exceeds the time limit, the next question is presented. The same applies to the case where the plurality of questions are divided into a plurality of groups and sequentially presented for each group.

  The method of presenting the correct answers to all the questions after scoring the answers to all the questions can also verify the learner's understanding of the plurality of essential items. Further, if the plurality of questions are sequentially presented in an order corresponding to a plurality of predetermined stages as shown in the first and second embodiments of the present invention, a plurality of questions can be obtained by such a method. By learning the exercise problem, the learner naturally learns the above-mentioned predetermined thinking process.

  Further, the method of omitting the display of the correct answer of the plurality of questions can be applied to the case where the above-mentioned answer having a fill-in-the-blank question corresponding to the question is used. That is, after the answer to the all-fill-in-the-blank question is input and the answer is created, the answer to the all-in-the-blank question included in the created answer is scored and the score is displayed. After scoring, the learner is notified of the correct answer for all fill-in-the-blank questions. For example, they may be output together to the display device 4 or the printer 5 in the form of a correct answer.

  Also in this case, instead of presenting a plurality of fill-in-the-blank questions for all the questions to the learner at the same time, the plurality of fill-in-the-blank questions are sequentially presented to the learner one by one, or the plurality of fill-in-the-blank questions are divided into a plurality of groups. It is desirable to classify and present to the learner one by one in order. Otherwise, the fill-in-the-blank question described later in the answer to be created may include an answer to the fill-in-the-blank question described earlier in the answer to be created.

  As a method of inputting a learner's answer to the above fill-in-the-blank question, there is also a method of using a mark sheet without using an input device. That is, the correct answer options for each of the fill-in-the-blank questions are displayed on the display screen, the learner marks the number of each option for each of the fill-in-the-blank questions on the mark sheet, and then provides the mark sheet separately from the personal computer 1 (FIG. 1). The reading is sent by the scoring device, and the scoring device sends the read result to the personal computer 1, which compares the read result with the correct answer stored in advance, and outputs the scoring result to the display device 4 or the printer 5.

  Alternatively, a method may be used in which the scoring device compares the read result with a pre-stored correct answer, and outputs the scoring result to the display device 4 or the printer 5 or a display device added to the scoring device or a printer. For this purpose, it is necessary to store in advance the correct answer of the fill-in-the-blank question included in each answer of the plurality of exercises in the scoring device.

  Further, instead of displaying the plurality of questions on the display device 4, the questions may be provided as an exercise sheet. That is, on the sheet, the question sentence of the exercise and the above-mentioned plurality of questions related to the exercise or some of them are printed in advance. Change the wording of each question so that the later question in the printed questions does not indicate the correct answer to the earlier question, or replace one of the earlier question or the later question above. It is desirable to omit it.

  For each question, a plurality of options indicating the correct answer to the question are previously written on the sheet, and the learner marks the number of the option that is considered correct for each question on a separately prepared mark sheet. The marking sheet is read by a separately provided scoring device, compared with the correct answer stored in advance by the scoring device, and the scoring result is output to a display device or printer attached to the scoring device. For this purpose, it is necessary to store in advance the correct answer of the fill-in-the-blank question included in each answer of the plurality of exercises in the scoring device.

  In the B-type question presentation mode, a group of hint identification information 86 is displayed for the selection of the learner. However, it is also effective to display only part of the hint identification information based on the result data compiled by the tallying routine 60 for the learner's past learning results. For example, based on the unit-based required item-specific score 624 (FIG. 26), it is possible to display only the hint identification information for the required items that the learner is not good at.

  In the first embodiment, when the elapsed time after requesting the input of the answer to the exercise exceeds the second time limit, the correct answer to the exercise is forcibly displayed. This can prevent the learning time from becoming unnecessarily long. This technique is also effective in a learning program of a form that does not present a plurality of questions and directly requests the input of an answer to an exercise problem, unlike the first embodiment.

  In the first embodiment, the learning program according to the present invention and the teaching material data used by the program are recorded on the same recording medium. The teaching material data recorded on the same recording medium as the learning program may be teaching material data relating to one subject, or may be a plurality of teaching material data relating to a plurality of subjects.

  The recording medium for recording the learning program according to the present invention and the recording medium for recording the teaching material data used by the program may be different. Even in this case, the teaching material data for one subject or a plurality of teaching material data for each of a plurality of subjects may be recorded on the same teaching material recording medium. The recording medium on which the teaching material data is recorded may be sold independently of the recording medium on which the learning program is recorded.

  The technique used in the first embodiment is not limited to arithmetic, but can be applied to science and mathematics subjects such as science, chemistry, physics, and biology. Further, the technology used in the second embodiment is not limited to the Japanese language, but can be applied to English and other language subjects. However, the present invention is not limited to the subject illustrated here, but can be applied to other subjects. Of course, it is not limited to primary school subjects but can be used for junior high schools, high schools, universities or other educational processes.

  Although the learning support method and the learning program of the present invention are mainly useful for assisting a learner to learn individually, for example, at home, the present invention is not limited to such a personal use form. Needless to say. For example, the learning support method or the recording medium according to the present invention may be used for a student, a cram school student, or another learner who is studying at a school, a cram school, or another educational institution or another institution.

  It goes without saying that the recording medium on which the learning program according to the present invention is recorded is not limited to a CD-ROM, but may be another recording medium. The learning program according to the present invention can be supplied by a method other than a recording medium such as a CD-ROM. For example, a method may be adopted in which the learning program is included in a carrier used for communication, transmitted as a computer data signal to be executed by a computer, and received by a device on the user side. More specifically, it can be downloaded from a server or other computer to a computer used by the learner via a communication line such as the Internet and stored in a hard disk or other storage device in the computer for use.

  It should be noted that the present invention is not limited to the above-described embodiment, but can be variously modified based on the gist of the present invention, and they are not excluded from the scope of the present invention.

FIG. 2 is a diagram showing a schematic configuration of a computer system using a learning program according to the present invention and a main routine of the learning program recorded on a recording medium according to the present invention. FIG. 3 is a diagram showing main data recorded on a recording medium according to the present invention. It is an example of a system screen displayed by a learning program. It is an example of the screen which displays the question displayed in the type A problem presentation mode by the learning program. It is an example of the screen which displays the message which shows the correct answer judgment result of the answer to the question. It is an example of a screen which displays a hint menu in a B-type problem presentation mode by a learning program. FIG. 4 is a schematic flowchart of a main routine of a learning program. It is a schematic flowchart of the problem selection routine of a learning program. FIG. 6 is a schematic flowchart of a problem presentation routine of the learning program. It is a figure explaining a plurality of questions used in a type A problem presentation routine. FIG. 8 is a diagram showing an example of a problem sentence of an exercise related to arithmetic presented in an A-type problem presentation routine and a part of a series of exemplary questions. FIG. 9 illustrates another portion of the exemplary series of questions. FIG. 9 is a diagram showing yet another portion of the above-described series of exemplary questions. It is a figure which shows the content of the some questions presented by the A-type problem presentation routine, and the score assigned to each question. FIG. 9 is a diagram illustrating an example of a score assigned to a plurality of questions presented in a type A problem presentation routine. FIG. 14 is a diagram illustrating another example of a score assigned to a plurality of questions presented in a type A problem presentation routine. FIG. 3 is a schematic flowchart of a type A problem presentation routine. It is a figure which shows the score rate according to the required item calculated | required with respect to the exercise presented in the type A question presentation mode. It is a figure showing an example of a plurality of hints presented by a B type problem presentation routine. It is a figure showing the example of the deduction used in the type B problem presentation mode. It is a schematic flowchart of a B-type problem presentation routine. FIG. 7 is a schematic flowchart of a hint display control routine in a B-type problem presentation routine. FIG. 9 is a schematic flowchart of an aggregation routine. It is a figure which shows the basic achievement score rate according to some problems and required items calculated by an aggregation routine. It is a figure which shows the score allocated to each basic scholastic ability among the score for each essential matter. It is a figure which shows the level scoring rate according to some essential items according to a unit calculated by an aggregation routine. It is a figure which shows the basic achievement score rate according to several essential items according to a unit calculated by a totaling routine. It is a figure which shows the level scoring rate according to some basic scholastic ability according to a unit calculated by an aggregation routine. It is a figure which shows the three-dimensional relationship of some score rates calculated by a totaling routine. It is a figure showing a part of the problem sentence of the exercise problem about the national language presented by the type A problem presentation routine. It is a figure which shows the remaining part of the question sentence of the exercise problem about a national language. It is a figure showing a part of a series of questions presented about a Japanese language exercise problem. It is a figure which shows the other part of the said series of questions relevant to a Japanese language exercise problem. It is a figure which shows the other part of said series of questions related to a Japanese language exercise problem. It is a figure which shows the other part of said series of questions related to a Japanese language exercise problem.

Explanation of reference numerals

DESCRIPTION OF SYMBOLS 1 Personal computer 2 Keyboard 3 Mouse 4 Display device 5 Printer 6 CD-ROM drive 7 CD-ROM
8 Floppy drive 9 Floppy disk Q1, Q21 to Q24, Q31 to Q34, Q41, Q5, Q6 Question

Claims (4)

A computer-readable recording medium recording a learning program executed by a computer connected to the display device and the input device,
The learning program is stored in a computer.
A question sentence presentation step of presenting a previously stored question sentence describing an exercise question on a screen of the display device;
A plurality of pre-ordered questions pre-stored in response to the exercise and verifying that the learner understands a plurality of items to be understood to create an answer to the exercise. Are sequentially presented on the screen, and a question presenting step of requesting that the answer of each question is input by the input device,
Each time each question is presented by the question presenting step, the system waits for the input of the answer to the question from the input device, and when the answer to the question is input, determines whether the answer to the input question is correct. Is determined based on the correct answer of the question stored in advance, and when it is determined that the answer to the input question is incorrect, a question answer determination step of presenting the correct answer on the screen,
After the question presenting step and the question answer determining step are executed for the plurality of questions, the correct answer of the exercise question stored in advance as to whether or not the answer to the exercise question input from the input device is correct is stored. An exercise problem answer determination step of determining based on
A recording medium characterized by executing the following. Determined in correspondence with each of the plurality of questions, the question is related, the score by item assigned to at least one of the plurality of items, and assigned in advance to the answer to the exercise problem Score for the exercise problem based on the score obtained, the determination result of the question answer determination step for each of the plurality of answers to the plurality of questions, and the determination result of the exercise problem answer determination step for the answer of the exercise problem. Score calculation step to calculate
2. The recording medium according to claim 1, further causing a computer to execute. A plurality of steps to be taken in a certain order by the learner according to a predetermined order to reach the answer to the exercise problem are predetermined,
At least one of the plurality of items to be understood is determined corresponding to each step,
The recording medium according to claim 1, wherein in the question presenting step, the plurality of questions are presented in a fixed order according to an order of the plurality of items corresponding to the order of the steps. The plurality of items to be understood include a plurality of first type items substantially represented by the question sentence and a plurality of second type items not represented by the question sentence. ,
The plurality of first-type items include at least a condition element, and the plurality of second-type items include at least a clue element.
In the plurality of steps, a first step group including a plurality of steps each corresponding to at least one of the plurality of first type items, and at least one of the plurality of second type items respectively correspond to each of the plurality of first type items. The recording medium according to claim 3, further comprising a second group of steps including a plurality of steps.

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