JP2009196109A - Exercise notebook and practice exercise material - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide an exercise notebook and a practice exercise material, which enable a learner to learn a proper way to write in the notebook and how to use the notebook by solving the exercise questions thereof. <P>SOLUTION: The exercise notebook 30 for writing solutions to the questions includes: an exercise page guiding part 32-1 for showing a specific question page 11 of the practice exercise material 10 on the notebook page 31; a question symbol guiding part 32-2 showing the question symbols corresponding to the multiple questions listed on the question page of the practice exercise material; and a light black-colored guiding part 35 including formulae and a part of the necessary computation in a light black color. The light black-colored guiding part 35 presents the sizes of letters and their positions and formats which the learner should write in corresponding to each other, and gradually reduces the ratio of the light black-colored parts for guiding the learner to the solutions. <P>COPYRIGHT: (C)2009,JPO&INPIT

Description

  The present invention mainly relates to a drill material for problem practice used for learning for each unit in each grade of an elementary school and a problem practice material composed of an exercise note for filling in an answer, and more particularly to improvement of the exercise note. Is.

Conventionally, practice of a problem using a workbook on which a problem is posted and a notebook for answering the problem of the workbook has been widely performed at educational sites such as schools and private schools.
The one shown in Patent Document 1 intends to integrally form such a workbook and a notebook, and the one shown in Patent Document 2 constitutes the content of a learning notebook provided separately from the study book journal according to academic ability level. It is something to try.

In the case of Patent Document 1, the workbook and the notebook are considered in consideration of the difficulty of management in a state where the workbook and the notebook are separate, and the ease of instructing the learning content by a teacher who teaches a large number of learners. And are configured integrally.
In Patent Document 2, a learning note corresponding to the entire learning content is used in a learning material in which a learning note corresponding to the learning book is used to understand the contents of the learning book. Is intended to prepare learning notes according to the learning level.

Utility model registration No. 3089352 Japanese Utility Model Publication No. 5-31978

However, these techniques cannot provide effective learning materials (problem practice materials) and exercise notes in the following learning situations.
In particular, learners in the lower grades of elementary school are in the stage of learning how to write notes. For this reason, it is also an important practice to learn how to write notes, while looking at the question drill where the questions are posted and writing the answers to the notes.
Learners of lower grades of elementary school should write down all or part of the problem in a notebook and fill in the answer, the size of the letters when writing the answer, the order of entry, the position of entry, etc. You will start practicing how to write notes from an unknown state.

Therefore, in such an exercise note, not only is it necessary to write a correct answer to the question, but also a device that can learn from the beginning of how to write the note is desired.
Patent Documents 1 and 2 do not provide any useful means in terms of learning the basics of writing such notes.
FIG. 15 shows an actual example in which a learner of an upper grade of elementary school solved a writing problem according to a “repetition calculation drill” in a notebook that has been used so far.
As indicated by the arrows in the figure, the areas for writing the individual formulas are considerably shifted in the vertical and horizontal relations. In addition, this example shows a notebook usage example of a learner of an upper grade of elementary school. This example is a relatively beautiful one.
The above-mentioned patent document does not show any method for learning how to write notes in response to such a problem.
However, especially for learners who are not familiar with notebooks, such as those in lower grades in elementary school, learning how to write formulas and answers in notebooks As can be seen from the 15 examples, it is quite difficult.

  Therefore, the present invention provides an exercise note that can be used to solve the problem using a question drill, and to learn how to write the note appropriately and how to use it, in order to write a formula or answer in the note. The purpose of this study is to provide problem-practice teaching materials with a problem drill.

  In the first invention, the above object is an exercise note for entering an answer to a problem, wherein a specific problem page of a problem drill containing the problem is entered in order to enter the answer to the problem. A question page guide for displaying on a predetermined note page, a question symbol guide for displaying a question symbol corresponding to a plurality of questions described on the question page of the question drill, and the question symbol guide Corresponding to each problem symbol, and a thin ink guide portion in which a part of the formula or writing is written in thin ink, and the thin ink guide portion corresponds to the grid printed on the notebook page The ratio of the thin ink-printed portion to the answer content to be described by the learner is shown step by step in accordance with the size of the character etc. that the learner should write in the note and the position to be written. To decrease The exercise notes are configured is achieved.

According to the configuration of the first invention, when the question drill is opened and the exercise note is to be answered for the question on the specific question page, the exercise note is referred to while referring to the question page guide section. By repeating the pages, the corresponding note page can be opened.
In the opened note page, the question symbol corresponding to a plurality of questions described in the question page of the question drill is written by the question symbol guide part. When writing answers, you can learn the order of answer entries and the rules for entry positions.
In addition, the opened note page is provided with a light ink guide portion in which a part of the formula and writing is indicated with light ink. Since this thin ink guide section is filled in on the grid printed on the note page, the learner is given a standard regarding the size of characters and the like to be written on the note and the position and format to be written on the note page. Can be taught easily.
Furthermore, this thin ink guide part is configured so that the ratio of the thin ink writing part to the contents to be described by the learner gradually decreases, so that the person gradually gains the ability to derive a complete answer with his own power. Can be attached.
In this way, using the exercise notebook of the present invention, even a learner who has rarely used a notebook or is not familiar with using a notebook can solve the problem using a question drill and answer When writing notes, you can learn how to write and use notes appropriately.
In the light guide section, “the ratio of the light ink description part to the content that the learner should describe decreases stepwise” means that the ratio of the light ink description part is within the range of one page of the exercise note. It includes a decreasing form and a gradually decreasing form over different note pages as the learning progresses.

According to a second aspect of the present invention, in the configuration of the first aspect, when the problem is changed in accordance with the learning stage, the thin ink guide unit includes letters, numbers, and symbols as contents to be described in response to the change. In the case where the description position or format changes, even in the middle of the note page, setting the light ink description part guides the contents to be learned, and then reduces or disappears the ratio of the light ink description part It is characterized by that.
According to the configuration of the second aspect of the invention, “When the question is changed according to the learning stage, the light ink guide unit corresponds to the change, and the written position of letters, numbers, symbols, When the format changes, the case where the light ink description part is set even in the middle of the note page is, for example, an arithmetic problem, from a practice of subtracting a two-digit number from a two-digit number, When the problem is changed in the subtraction of subtracting a single digit from a two-digit number, the thin ink guide section shows an example of entering a single digit in the correct position while paying attention to the scale of the subtracted number. After such an example is shown with light ink in a complete state, a part thereof is omitted, that is, by reducing or disappearing, a complete answer can be derived step by step by itself.

According to a third aspect of the present invention, in the configuration of the first or second aspect of the present invention, a question is posted on a page basis in the question drill. It is characterized in that the page contains a corresponding configuration.
According to the configuration of the third invention, the question drill and the exercise note to which the answer to the question should be written can include a portion corresponding to the page unit. Even learners who are unskilled in use can guide proper use in units of pages of exercise notes, and are easy to understand and use.

According to a fourth aspect of the present invention, in the configuration of any one of the first to third aspects, the question symbol guide portion of the notebook page guides the answer column so as to match the sequence of questions of the question drill. It is characterized by.
According to the configuration of the fourth invention, the order of answering the note pages matches the order of the questions in the question drill, and it is easy for a learner who is not familiar with the use of the notes to make a mistake. It can answer and prevent mistakes that skip problems.

According to a fifth aspect of the present invention, in the configuration of any one of the first to fourth aspects, the answer space of the arithmetic sentence problem indicated by the question symbol guide part of the notebook page includes a place where an answer is entered, and the answer. It is characterized by having a configuration that can visually grasp the space for describing the expression to be guided.
According to the configuration of the fifth invention, when the question drill is “arithmetic drill”, it is possible to prompt the user to fill in the formula without writing only the answer when writing the answer.

According to a sixth aspect of the present invention, in the configuration of the fifth aspect of the invention, in addition to the space where the answer space is filled in and the space for describing the formula that leads the answer, the calculation from the formula to the answer is further performed. It is characterized by having a configuration that can visually grasp the calculation space for performing the above.
According to the configuration of the sixth invention, in the case where the question drill is “arithmetic drill”, not only the answer and formula but also the calculation of the process from the standing to the answer is entered in writing the answer. By doing so, it is possible to encourage the entry of a more complete answer to the sentence title.

According to a seventh invention, in the configuration of any one of the first to sixth inventions, the notebook page is a table adapted to each question in order to enter an answer corresponding to the question presented by the question drill. It is characterized by the provision of answer templates consisting of graphs, graphs and figures.
According to the configuration of the seventh aspect of the invention, not only the problem of finding an answer that fills in an equation, a number, and its unit, but for example, when a question that asks the position of the hand of a clock is given by a problem drill If an exercise note is pre-filled with an illustration of the clock as an answer template, the learner can answer in a short time and is not forced to perform work unrelated to the original learning objective.

The eighth invention is the configuration of the seventh invention, wherein the answer template is larger than a table, graph, or figure adapted to each question in order to fill in the answer printed on the question page of the question drill. It is characterized by the following.
According to the configuration of the eighth invention, even if illustrations such as tables, graphs, and figures described in the problem drill are small and difficult to see due to space restrictions, the same one is shown as an answer template at a larger scale. If so, the learner can answer correctly without making a mistake.

According to a ninth aspect of the present invention, in the configuration according to any one of the first to eighth aspects, the question drill includes a problem for each learning unit, and correspondingly, the note page has an end of the unit in the answer column It is characterized in that a check column for checking the contents of notes entered before is provided at the location.
According to the configuration of the ninth aspect of the invention, self-checking using the check column makes it possible to look back on the learning so far and write the notes neatly.

  In the tenth invention, the above object is a problem drill containing a large number of practice questions, and is used separately from the problem drill and according to the problem drill. A problem practice material including an exercise note that can be exercised in writing, wherein the exercise note turns a specific question page of the question drill to be answered into a predetermined note page for entering the answer of the question. A problem page guide section for displaying, a problem symbol guide section displaying a problem symbol corresponding to a plurality of problems described in the problem page of the problem drill, and corresponding to each problem symbol of the problem symbol guide section And a thin ink guide part in which a part of the formula or writing is written in thin ink, and the thin ink guide part corresponds to the grid printed on the note page, and the learner writes in the notebook You It is shown to be adapted to the size of the letters and the position and format to be written, and the ratio of the thin ink written part to the answer contents to be written by the learner is configured to decrease step by step. Achieved by the problem practice teaching materials.

  Since the present invention has the above-described configuration, when a problem drill is used to solve the problem and the answer is written in the notebook, the proper writing and usage of the notebook are learned and written carefully. It is possible to provide exercise notes that can be used to create habits, and problem practice materials that include such exercise notes and a problem drill.

Preferred embodiments of the present invention will be described below in detail with reference to the accompanying drawings.
The embodiments described below are preferred specific examples of the present invention, and thus various technically preferable limitations are given. However, the scope of the present invention is particularly limited in the following description. Unless otherwise stated, the present invention is not limited to these embodiments.

FIG. 1 is an explanatory diagram showing a part of an embodiment of the present invention.
Reference numeral 10 indicates a question drill, and reference numeral 30 indicates an exercise note for use in conjunction with the question drill 10 to enter the answer to the question. The problem drill 10 and the exercise note 30 constitute an embodiment of the problem practice teaching material of the present invention.
In the problem drill 10, one problem page 11 is configured as shown in the figure, for example.

First, the problem drill 10 will be described.
Here, for example, in mathematics learning at elementary schools, about 6 textbook companies are currently issuing arithmetic textbooks for each grade, and each school selects one textbook for each class. I use it.
In addition to learning with textbooks, in the case of mathematics for teaching during class or as homework, problem exercises are performed using a “question drill” called “repetition calculation drill”.
These problem drills are divided into three volumes per year for each school year as a three-semester system divided into three for one year, and a two-year system for one year divided into two volumes, an upper volume and a lower volume. Are compiled into two volumes a year.
Regardless of the type, such question drills are organized according to the unit layout of the textbooks, and the textbook titles are listed in each unit.

Therefore, question drills, especially “repetition calculation drills”, are provided with multiple “pages to practice” for each unit of a textbook that contains and solves related questions (themes) for the learning content of the unit. Finally, it has a basic structure in which a page for confirming the understanding of the unit (learning content) is provided.
In addition, the “page to practice” is structured so that the unit is finely divided according to the learning stage so that problem exercises can be performed according to the progress of the unit learning.

Among such question drills, for example, those called “repetition calculation drills” have little space for writing answers directly in the booklet of the question drill, so a note for entering the answers separately from the question drill (Exercise notes) must be used together. Usually, the notebook is printed with a notebook ruled line or grid.
For this reason, since the question drill does not write the answer directly in the booklet, it is possible to practice the same question repeatedly, and for this reason, it is called by the name “(repeat) calculation drill” as described above.

As the problem drill 10 of this embodiment, this arithmetic “(repeat) calculation drill” will be described as an example.
The question drill 10 in FIG. 1 is a repeat calculation drill for second graders in elementary school. A specific learning unit or one of the learning stages in the learning unit is collected on a page basis.
Then, one question answering space of the exercise note 30 corresponds to one question of the question drill 10.
As a result, the problem drill 10 and the exercise note 30 to which the answer to the question should be written correspond one-to-one with the problem unit, so that even a learner who is not familiar with the notebook can use the problem note in the exercise note. Easy to understand and easy to use.
Further, at least in part of the question drill 10 and the exercise note 30, one note page 31 of the exercise note 30 corresponds to one page of the question page of the question drill 10.
By doing so, the question drill 10 and the exercise note 30 to which the answer to the question should be written can be made to correspond one-to-one on a page-by-page basis. Appropriate use can be guided by the unit, which makes it easier to understand.

The exercise notebook 30 has a grid printed on each page as a basic configuration. The grid is printed in light blue, for example, so as not to get in the way of entering characters or expressions on the notebook page, and the grid size of the grid is appropriately selected according to the learning level.
For example, if it is for a second grader who uses an exercise notebook for the first time, it is relatively large, and is basically a 12 mm square or a 10 mm square, a 10 mm square for a third grader, and a 10 mm square or an 8 mm square for a fourth grader.

The question drill 10 in FIG. 1 is a repeat calculation drill for second graders, and a large number “6” is shown in the upper left as the question page display 12-1. This question page display “6” means that in this example, it is a unit and a learning stage of “2. Addition and subtraction” Review of first graders.
In the problem page 11 of the problem drill 10, serial numbers are assigned as problem symbols (problem numbers) 12-2 to individual problems included in the problem page display 12-1. In the problem with serial numbers, addition of one digit is made up of two columns in parallel and arranged as shown by arrow 13 from top to bottom. When the left column ends, it moves to the right column.
Here, as the problem symbol, a serial number can be used as in the present embodiment, but in other cases, a character such as “a, i, u... It is used to distinguish learning units, learning stages, and individual problems using simple geometric figures.
In this specification, in order to facilitate understanding of the description, the “problem symbol” including such a case is hereinafter referred to as “problem number”.

Reference numeral 32-1 of the exercise note 30 is an example of a problem page guide section, and reference numeral 32-2 is a problem symbol guide section. In this embodiment, the problem symbol guide part constitutes a problem “number” guide part.
The problem page guide part 32-1 is printed largely on the upper left of the note page 31 corresponding to the problem page display 12-1, which is a display of the learning unit or learning stage of the problem drill 10.
The problem number guide section 32-2 displays the problem numbers on the notebook page 31 so that the problem numbers are arranged in exactly the same way as the problem symbols 12-2 of the problem drill 10. Thereby, the learner can learn the rule about the order of the answer entry and the entry position when writing the formula and the answer in the notebook by proceeding with the learning along the question number guide part 32-2. .
In addition, there is a date display section indicated by reference numeral 33 on the upper side of the notebook page 31, and “Month” and “Day” are printed with a space in advance. You can learn the basics of organizing notes by adding dates.

Reference numeral 35 denotes a light ink guide portion of the exercise notebook 30.
The thin ink guide unit 35 is described corresponding to each number of the question number guide unit 32-2, and the formula that the learner should write in the note corresponding to the grid printed on the note page 31 The size of characters and the like that match the answer, and the position where they should be written are shown.
Further, the light ink guide portion 35 is basically a portion printed with light ink, that is, a light black ink, that is the same as an expression to be described by the learner or a part thereof, and the learner traces the same. Therefore, you can receive instructions on how to write correct formulas and enter answers.
In the light ink guide portion 35, the ratio of the light ink description portion is shown to decrease step by step with respect to the expression and the problem description in which a part thereof is written in light ink.
That is, in the problem number guide part 32-2, in the first problem indicated by “1” (round 1), all of up to “17 + 1 =” are displayed in addition to the answer as the calculation result, and the next problem “2”. In (round 2), the number “+ =” is not shown in light ink, but is indicated in light ink. In this way, the thin ink portion is gradually reduced to reduce the portion that the learner traces, and the proportion of the portion that must be written by oneself is gradually increased.

In FIG. 2, another question page 14 of the question drill 10 is opened, and a page corresponding to the question page 14 of the exercise note 30 is shown on the right side thereof.
Subsequent problems 1 (full 1) on the problem page 14 are addition of two digits (writing). For this problem, the thin ink guide part aligns the two-digit numbers as indicated by reference numeral 35-1 in the “maru 1” part of the problem number guide part on the note page 36 of the exercise note 30. The writing calculation format is written in light ink, and the “maru 2” portion is indicated by a horizontal line and a “+” symbol in light ink.
By the way, in the problem page 14 of the problem drill 10, the problem after “maru 15” is an addition (writing) by adding two digits to one digit. Therefore, in the note page 37 of the corresponding exercise note 30, the writing style of the problem is again shown in light ink as a whole at the light ink guide portion indicated by reference numeral 35-2. This is also the case with reference numeral 35-3. After the “round 18” problem, it is addition (writing) by adding one digit to two digits.

In this way, when the question is changed according to the learning stage, the thin ink guide unit changes the writing position or form of letters, numbers, and symbols as the answer to be written in response to the change. Even in the middle of the notebook page 37, the ratio of the light ink description part increases, so that the content to be learned is guided, and thereafter the ratio of the light ink description part is reduced or eliminated.
This makes it possible to provide a more detailed guide on how to write notes.

In FIG. 3, corresponding note pages 38 and 39 of the exercise note 30 are shown on the right side of the question drill 15 corresponding to the question page 15. Here, as is easily understood by comparing the thin ink guide portion 35-4 with the reference numeral 41, the thin ink guide portion 35-4 is sufficient to enter and calculate the writing form as indicated by reference numeral 41. In consideration of the room where numbers can be written in the calculation process, the problem number interval of the problem number guide unit 32-2 is determined so as to ensure a wide range on the grid.
When the note page of the exercise note 30 corresponding to the question page 15 of the question drill 10 covers a plurality of pages, the range of the problem number corresponding to the note page is entered as indicated by reference numeral 33-1 of the note page 39. A second problem number guide is provided.
Furthermore, as indicated by reference numeral 42, a hint teaching unit may be provided in which an appropriate character or the like advises points for learning.
In addition, when the note page of the exercise note 30 corresponding to the question page 15 of the question drill 10 covers a plurality of pages, the pages are grouped so as to fit in two spread pages as much as possible.

  In FIG. 4, a corresponding note page 43 of the exercise note 30 is shown on the right side of the question drill 16 corresponding to the question page 16. Here, an example of the guide method of the thin ink guide portion is shown, and when one of the numbers to be added or subtracted from the addition or subtraction of two digits becomes two digits, it is shown in the thin ink guide portion 35-5. In this way, an example of entering a two-digit number “12” in one cell (unit of cell) is shown, and it is possible to prompt the user to write two numbers in one cell in the same manner at the place of reference numeral 35-6. In other words, it is possible to easily convey such a rule by showing the actual notation in the thin ink guide part instead of explaining in words.

In FIG. 5, a corresponding note page 45 of the exercise note 30 is shown on the right side of the question drill 17 corresponding to the question page 17.
In the area E1 of the question page 17, a table for entering and answering numbers and black circles is described. Corresponding to the problem of the exercise note 30, such as in the note page 45, as indicated by the area E2 In order to enter the answer, an answer template consisting of tables, graphs and figures suitable for each question is provided.

In FIG. 6, a note page 46 corresponding to the exercise note 30 is shown on the right side of the question page 18 of the question drill 10.
Here, a clock is shown in the area C1 of the problem page 18, and it is a problem that the position of the long hand corresponding to the time described thereon is entered. Corresponding to the problem of the exercise notebook 30, as shown in the area C <b> 2, the notebook page 46 shows a clock diagram for entering an answer as an answer template. In this case, the answer template is shown on a larger scale than the clock printed on the question page of the question drill.
Thereby, even if the table, graph, figure, etc. described on the question drill 10 side are small and difficult to see due to space restrictions etc., if the same thing is shown as a response template in a larger scale, The learner can answer correctly without making a mistake.
This is not limited to the problem of finding an answer to fill in the formulas and numbers described so far, for example, when the question that asks the position of the hand of the watch, etc. If the clock figure or the like is pre-filled as an answer template, the learner can answer in a short time and is not forced to perform work unrelated to the original learning objective.
Similarly, in FIG. 7, the note page corresponding to the exercise note 30 is shown on the right side of the question drill 19 corresponding to the question page 19. In the area D1 of the question page 19, a graph for inputting an answer is shown. In response to such a problem of the exercise notebook 30, the notebook page shows a large scale as shown in the area D2. Is printed.

In FIG. 8, a corresponding note page 47 of the exercise note 30 is shown on the right side of the question drill 21 corresponding to the question page 21.
The problem page 21 describes a sentence problem in which a mathematical problem is asked in a sentence expression. In order to answer such a problem, it is necessary to write a formula for solving the problem, write the number of the calculation result of this formula as an answer, and write a classifier or unit in the answer. A learner who is not proficient in answering a sentence problem may forget to write the classifier or unit even when he / she correctly formulates it and calculates it correctly.
Therefore, in the thin ink guide section 35-7, the classifier to be added to the answer is written in thin ink as “so” in advance, and the answer is given in the sentence title by tracing the thin ink part indicating the classifier together with the number in the answer. Can be taught to remember to write a classifier.

  As indicated by reference numeral 49, the answer space of the mathematical sentence problem indicated by the question number guide part (description indicated as “maru 3”) of the note page 47 describes the place where the answer is written and the formula that leads the answer. It is considered as a large space that can sufficiently take both of the spaces that should be.

In FIG. 9, a note page 51 corresponding to the exercise note 30 is shown on the right side of the question page 22 of the question drill 10.
The problem page 22 describes a sentence problem in which a mathematical problem is asked in a sentence expression. In order to answer such a problem, it is necessary to write an equation for solving the problem and write the number of the calculation result of this equation as an answer, but the answer requires a classifier and a unit. A learner who is not proficient in answering a sentence problem sometimes forgets to write the unit even if he correctly formulas it and calculates it correctly.
Therefore, in the guide portion (not the thin ink guide portion) 35-8, advice is written in small letters, for example, so as not to forget to write a classifier or a unit in a balloon. Thereby, it is possible to teach not to forget to write a classifier in the answer for the sentence problem.

In FIG. 10, a corresponding note page 52 of the exercise note 30 is shown on the right side of the question page 23 of the question drill 10. In this case, however, the note page exceeds one page.
In addition, in the part indicated by reference numeral 55 in the exercise notebook 30, the description of the classifier is included without a guide so that the result taught in the guide part indicated by reference numeral 35-7 in FIG. 8 and reference numeral 35-8 in FIG. 9 can be exhibited. It is an answer column for writing a complete answer.
In other words, the idea for writing the “answer” of the sentence title is not taught step by step such as “display the classifier in light ink”, “display the message as if writing the classifier”, “apply the classifier without any guide” Have been to do a guide.
As described above, in the “light ink guide section”, the ratio of the light ink description portion to the content to be described by the learner gradually decreases over different note pages as the learning using the exercise note progresses. It has a form.

In FIG. 11, note pages 53-1 and 53-2 corresponding to the exercise note 30 are shown on the right side of the question page 24 of the question drill 10.
In the exercise note 30, the answer space in the question number guide part (“maru 1”) includes an area 57 where an answer is written, a space 56-1 where an expression for deriving the answer is to be described, and an expression from the expression. A writing space 56-2 for performing various calculations is provided, and these are shown as a configuration that can be visually grasped as illustrated.
For this reason, in writing the answer, not only the answer and formula but also the calculation of the process from the standing ceremony to the answer can be entered, and it is possible to encourage the writing of a more complete answer to the sentence problem. In addition, it is possible to learn how to organize and describe these items on the exercise notebook page.

In FIG. 12, the corresponding part of the exercise note 30 is shown on the right side of the question page 25 of the question drill 10.
In the area F1 of the problem page 25, there is described a problem that a predetermined shape is formed by connecting dots aligned vertically and horizontally.
Correspondingly, the same dots as the problem drill 30 are printed in advance in the area F2 of the exercise notebook 30 so that a predetermined shape can be easily written. In addition to this, in the exercise notebook 30, dots arranged in a vertical and horizontal direction can be printed on a notebook page 58 in a wide range, and additional dots can be connected to practice writing a shape.

In FIG. 13, a corresponding note page 59-1 of the exercise note 30 is shown on the right side of the question page 26 of the question drill 10.
Up to the note page 59-1, there is no difference from the configuration described so far, but the next page, the note page 59-2, is a page for a learner who has power. Here, questions that can be answered within the range that has been studied so far are posted, so that the burden is not so much burdened, but questions that have changed the viewpoint from the previous questions are posted.
As a result, when performing problem exercises on a class basis, if there is a difference in the time to solve the problem among many learners, etc. Can be used to deepen understanding of

FIG. 14 shows the end of the unit learning with the exercise notes 30.
Specifically, the normal unit learning corresponding to the question drill is once completed up to the note page 61, and in the note page 62, the note practice is completed for the unit as indicated by the reference numeral 63. In response to this, the contents of the learning are checked.
For example, a magazine such as the contents described in the notebook page 62 is created so that the learner can check the contents of the notebook learning by himself.

  As described above, according to the present embodiment, an exercise notebook 30 that can learn how to write and use an appropriate note in solving a problem using a question drill and writing an answer in a note, The problem practice teaching material including such exercise notes and the problem drill 10 can be provided.

The present invention is not limited to the above-described embodiment.
For example, the question drill is not limited to “repetitive calculation drill of arithmetic”, but can be applied to teaching materials such as a question drill of other subjects of the same type.
A part of the configuration of the above embodiment may be omitted, or may be combined with another configuration that is not mentioned in the above description.

Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the question page and exercise note of the question drill which concerns on embodiment of this invention. Explanatory drawing of the note page corresponding to the exercise note which concerns on embodiment of this invention. The figure which shows the example which carried out the problem exercise to the normal notebook.

Explanation of symbols

  10 ... question drill, 30 ... exercise notes, 32-1, 32-2 ... question symbol (number) guide part, 35 ... thin ink guide part, 53, 54 ... entry range guide part

Claims (10)

An exercise note for writing the answer to the question,
A question page guide for showing a specific question page of the question drill containing the question on a predetermined note page for entering an answer to the question;
A problem symbol guide section in which problem symbols are displayed corresponding to a plurality of problems described in the problem page of the problem drill;
Corresponding to the individual problem symbols of the question symbol guide part, there are thin ink guide parts in which a part of the formula or calculation is written in thin ink,
The light ink guide portion is shown in accordance with the grid printed on the note page, in accordance with the size of characters etc. that the learner should write in the note, and the position and format to be written,
In addition, the exercise note is configured so that the ratio of the light ink description portion to the content to be described by the learner is reduced stepwise.   When the problem is changed in accordance with the learning stage, the light ink guide unit may change the position or format of the characters, numbers, and symbols to be described in response to the change. The exercise according to claim 1, wherein the thin ink description portion is set in the middle of guiding the content to be learned, and thereafter the ratio of the thin ink description portion is reduced or eliminated. Note.   The question is listed in the question drill in a page unit, and one page of the note page to which an answer should be described corresponds to one page of the question drill. The exercise note according to any one of 2 above.   The exercise note according to any one of claims 1 to 3, wherein the question symbol guide section of the note page is configured to guide an answer column so as to coincide with a sequence of questions of the question drill.   The answer space of the arithmetic sentence problem indicated by the question symbol guide part of the note page is configured to visually grasp the place where the answer is written and the space where the formula for leading the answer is to be described. The exercise note according to claim 1, wherein the exercise note is characterized by the following.   In addition to the location where the answer is entered and the space where the formula for deriving the answer is to be described, the answer space is configured so that the calculation space for calculating the answer from the formula can be visually grasped. The exercise note according to claim 5, wherein:   2. The notebook page is provided with an answer template composed of a table, a graph, and a figure suitable for each question in order to fill in the answer corresponding to the question presented by the question drill. The exercise note according to any one of 6 to 6.   8. The answer template is shown in a larger scale than a table, graph, or figure suitable for each question in order to fill in the answer printed on the question page of the question drill. Exercise notes listed in.   In the question drill, questions are listed for each learning unit. Correspondingly, the note page has a check column for checking the contents of notes entered before the unit in the answer column. The exercise note according to claim 1, wherein: A question drill with a lot of practice questions,
A problem practice material that is separate from the problem drill and includes exercise notes that can be used in conjunction with the problem drill, practice the problem, and practice how to write notes,
The exercise notes are
A question page guide for indicating a specific question page of the question drill to be answered on a predetermined note page for entering the answer of the question;
A problem symbol guide section in which problem symbols are displayed corresponding to a plurality of problems described in the problem page of the problem drill;
Corresponding to the individual problem symbols of the question symbol guide part, there are thin ink guide parts in which a part of the formula or calculation is written in thin ink,
The light ink guide portion is shown in accordance with the grid printed on the note page, in accordance with the size of characters etc. that the learner should write in the note, and the position and format to be written,
In addition, the problem practice teaching material is characterized in that the ratio of the light ink description part to the answer contents to be described by the learner is reduced stepwise.

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