JP2010019939A - Learning question creating method and learning question creating program - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide a new technology for creating learning questions suited to each learner for improvement of the weakness while providing a sense of fairness among learners. <P>SOLUTION: A learning system performs processing of presenting a plurality of learning questions to learner's terminal and collecting answers to the questions. Based on the percentage of each presented learning question answered correctly, the learner's weakness to the learning question incorrectly answered by the learner is calculated. In accordance with the order of the magnitude of the weakness, order of selection of learning questions answered incorrectly is determined for each learner. Then, by acquiring a prescribed number of learning questions associated with the incorrectly answered learning questions, or by acquiring the maximum number of learning questions contained in a prescribed number of pages from a storage device storing non-presented learning questions created in association with each learning question presented by the learning system for each learner and in accordance with the determined order of selection, learning questions suited to each learner are created. <P>COPYRIGHT: (C)2010,JPO&INPIT

Description

  The present invention is used in educational scenes such as schools, cram schools, prep schools, and corporate training, and a learning problem creation method for realizing creation of a learning problem for strengthening weak points suitable for each learner, and the learning problem The present invention relates to a learning problem creating program used for realizing the creating method.

  In elementary school education, teachers, after completing education on a certain learning content, create and test problems related to the learned content for all children in order to know the level of understanding of each child. In consideration of the results of this test, each child is given homework to improve their understanding.

  In such a case, what kind of homework the teacher gives to the children is very important for improving the educational effect.

  If all students are given the same problem as homework, they cannot improve their understanding from an overall perspective. If the same problem is given as homework, a difficult problem will be given to a poorly understood child, while an easy problem will be given to a well-understood child. As a result, it is not possible to enhance the understanding of each child from an overall perspective.

  Against such a background, in the invention described in Patent Document 1 below, when learning a child using a computer, for example, a test consisting of 9 questions is performed, whereby each child is assigned a “0 to 0”. Evaluation is based on whether the evaluation is “1”, which is “3 points”, “2”, which is “4-6 points”, or “3”, which is “7-9 points” For students with "1", make a learning print for questions below the current rank (easy questions) and for students with an evaluation of "2" A learning print is created for a problem with a higher rank than the current rank (a difficult problem) for a child with an evaluation of “3”.

In addition, in the invention described in the following Patent Document 2, when learning a child using a computer, a unified test that gives the same problem to everyone is performed to grasp each person's weaknesses (errors). Practice questions about mistaken questions are given to each individual.
JP 2005-193476 A JP-A-5-11679

  Certainly, according to the invention described in Patent Document 1, when a student learns using a computer, an easy homework is given to a poorly understood child and a difficult homework to a well-understood child. From the perspective of the whole, it is possible to improve the understanding of each child.

  However, in the invention described in Patent Document 1, no consideration is given to which learning contents each student answered incorrectly and which learning contents the problem answered correctly. From now on, for example, even if a child has the same rating of “2”, one child has made a mistake in the content of this learning content, so that it becomes “4-6 points” in the rating “2”, and another child has The problem is that the same homework would be given to the two children even if the evaluation was “4” with a score of “2” due to a mistake in another study content is there.

  As described above, in the invention described in Patent Document 1, it cannot be said that the homework suitable for each child is actually created.

  In this regard, in the invention described in Patent Document 2, a unified test that gives the same problem to everyone is performed to grasp each person's mistake, and a practice question about the erroneous problem is given to each individual. This makes it possible to create homework that suits each individual child.

  However, in the invention described in Patent Document 2, since homework is created for all of the wrong problems, a lot of homework is given to children with many mistakes, and the desire to learn is reduced. Things like that happen.

  Moreover, in the invention described in Patent Document 2, a lot of homework is given to children with many mistakes, while a small amount of homework is given to children with few mistakes. There is also a problem that I cannot give my homework. Originally, in public elementary school education, it is desirable to give the same amount of homework to all members of the class from the viewpoint of fairness, but the invention described in Patent Document 2 achieves this. It is not possible.

  The problems described above are not limited to elementary school education, but also occur in various educational situations such as junior high school, high school, cram school, prep school, and corporate training.

  The present invention has been made in view of such circumstances, and is suitable for each learner while realizing impartiality among learners in educational situations such as schools, cram schools, prep schools, and corporate training. The purpose is to provide a new learning problem creation technology that enables the creation of learning problems for strengthening weak points.

  In order to achieve this object, the learning problem creating apparatus for executing the learning problem creating method of the present invention is capable of learning a plurality of learning terminals for a plurality of learners in an educational scene such as a school, a cram school, a prep school, or a company training. In order to realize the creation of a learning question suitable for each learner based on correct / incorrect information obtained by a learning system that presents a problem and collects answers to the problem, (1) the learning system A storage device for storing non-presented learning problems created in association with each presented learning problem; and (2) the correct answer rate calculated from correct / incorrect answer information for each learning problem presented by the learning system. Based on the calculation means for calculating the degree of weakness of the learner who answered the incorrect answer to the learning problem (showing a large value that is not good), and (3) the calculation means calculated for each learner In order of size of weakness Determining means for determining the selection order of the learning questions that answered the wrong answer; and (4) from the storage device, for each learner, according to the selection order determined by the determining means, Creating means for creating a learning problem suitable for the learner for each learner by obtaining a predetermined number of associated learning problems or obtaining a maximum number of learning problems that fit within a predetermined number of pages; It comprises so that it may be provided.

  When adopting this configuration, when the calculation means adopts a configuration in which the learning system presents the learning problem again to the learner about the learning problem in which the incorrect answer has been answered, There is a case where the amount of weakness correction is calculated based on the form and the number of presentations, and the weakness is corrected according to the amount of correction.

  For example, if the learning question you answered incorrectly is a non-choice question, when you get the correct answer at the second time, the degree of weakness is so small, and when you get the correct answer at the third time, the degree of weakness is less than that When the correct value is obtained at the fourth time, the correction amount is calculated so that the difficulty level is not reduced, and the difficulty level is corrected according to the correction amount. Also, for example, if the learning question that was answered incorrectly is an alternative question, and if it is an alternative question, even if the correct answer is obtained the second time, the difficulty level is not reduced, and it is a ternary question. Sometimes, when the correct answer is obtained at the second time, the degree of weakness is reduced as much as this, and when the correct answer is obtained at the third time, the correction amount is calculated so as not to decrease, and the difficulty level is corrected according to the correction amount.

  The learning problem creating method of the present invention realized by the operation of each of the above processing means can also be realized by a computer program, and this computer program is provided by being recorded on an appropriate computer-readable recording medium. The present invention is realized by being provided via a network, installed when the present invention is implemented, and operating on a control means such as a CPU.

  In order to realize the present invention, the learning problem creating apparatus configured as described above receives correct / incorrect information about each learning problem of each learner from the learning system. The number of learners who answered is calculated, and the correct answer rate is calculated based on the number.

  Next, considering that a learning problem with a high correct answer rate is wrong, it means that the learning problem is not good, and the higher the correct answer rate, the greater the difficulty level. The degree of weakness of the learner who answered the wrong answer to the learning problem is calculated.

  Subsequently, for each learner, the order of selection of the learning questions that answered the wrong answer is determined according to the order of the degree of weakness.

  Subsequently, from the storage device that stores the non-presented learning problem created in association with each learning problem presented by the learning system, the learning problem is answered according to the determined selection order for each learner. By acquiring a predetermined number of learning problems associated with each other, or by acquiring a maximum number of learning problems that fit in a predetermined number of pages, a learning problem suitable for the learner is created for each learner.

  Here, when acquiring the maximum number of learning problems that can fit in a predetermined number of pages from the storage device, space information (stored by the storage device) required for describing the learning problem is obtained, and based on the information, the storage device is obtained. Thus, the maximum number of learning problems that can fit into a predetermined number of pages is acquired.

  Since the learning problem created in this way is created in association with the learning problem that the learner answered incorrectly, it is a learning problem that suits the learner. It is possible to improve the educational effect of all.

  In addition, the learning problems created in this way are created as a predetermined number of learning problems or a maximum number of learning problems within a predetermined number of pages according to the order of magnitude of weakness. It is possible to achieve an impartial feeling among the learners while enhancing the educational effect on the learners.

  In this way, according to the present invention, it is possible to create a learning problem suitable for each learner while realizing impartiality among the learners.

  There is a learner who cannot acquire the predetermined number or the maximum number of learning problems that can be stored in a predetermined page from the storage device due to the small number of learning problems that answered wrong answers when adopting this configuration. In such a case, it is impossible to achieve a sense of fairness among learners.

  Therefore, in such a case, for example, (i) a learning problem in which the time to answer a correct answer (obtained from the learning system) is longer than that of a learner who has obtained another correct answer is specified in order and stored. A learning problem associated with the identified learning problem is acquired from the device, or (ii) is prepared separately from the learning problem (learning problem for review) from which the creation means is acquired from the storage device, A learning problem that is more difficult than the learning problem to be acquired is acquired.

  According to the present invention, when learning is performed using a computer in an educational scene such as a school, a cram school, a prep school, or a company training, a learning problem related to the learned content is created and tested. In consideration of the results, when a new learning problem is given to each learner to enhance the learning effect, it is possible to realize impartiality to the learning problem that matches each weak point. Will be able to create.

  Hereinafter, the present invention will be described in detail according to embodiments.

  FIG. 1 illustrates a system configuration of a learning support system including the present invention.

  The learning support system including the present invention supports learning of, for example, elementary school children using a computer, and includes a learning execution device 10 that performs learning of children using learning problems, and learning to be presented to the children. A learning problem storage device 20 for storing problems, a child terminal 30-i (i = 1 to n) operated by each child, and a homework creation device 40 for creating homework given to the child are provided.

  The learning execution device 10 reads out the learning problem one question at a time from the learning problem storage device 20, presents it to each child terminal 30-i, and presents the learning problem from the child who operates each child terminal 30-i. The answer information is received, and it is determined whether each child's answer is a correct answer or an incorrect answer, and information on the determination result is transmitted to the homework creation apparatus 40 as learning response data and presented. Information on the learning problem is transmitted to the homework creation apparatus 40.

  Here, when the learning execution apparatus 10 wishes to solve the learning problem again via the child terminal 30-i when the child answers the learning problem in error, a predetermined rule is set. The hope is recognized only by the number of trials (for example, two times). In addition, when the child does not answer the learning problem, the learning execution device 10 does not present the learning problem thereafter, but the child proceeds to the next learning problem via the child terminal 30-i. If you wish to do so, it is possible to follow that desire.

  The homework creation device 40 receives learning response data and learning problem information from the learning execution device 10, creates an individual gradebook for each child based on the received learning response data and learning problem information, and receives the received data Based on the learning response data, a homework that matches the weakness of each child is created and a homework print is printed.

  In order to realize this processing, the homework creation apparatus 40 has a learning response data / learning problem information input unit 401 that inputs learning response data and learning problem information sent from the learning execution apparatus 10, and learning response data / learning. An input data storage unit 402 that stores learning response data and learning problem information input by the problem information input unit 401, and a calculation that stores table data used to calculate the weakness and strength of a certain learning problem indicated by a child The table 403 and the table data stored in the calculation table 403 are used to calculate the degree of weakness of a student who has answered a certain learning problem with the learning problem, and the learning problem of a child who has correctly answered the learning problem. Weakness / satisfaction degree calculation unit 404 for calculating the level of goodness to the work, a working memory 405 for storing work data, and the weakness level An individual gradebook preparation unit 406 for creating an individual gradebook for each child based on the weakness / goodness degree calculated by the goodness degree calculation unit 404 and the learning problem information sent from the learning execution device 10; The individual gradebook storage unit 407 for storing the individual gradebook created by the individual gradebook creation unit 406, the homework storage unit 408 for storing the homework printed on the homework print to be given to the child, Based on the degree of weakness calculated by the degree calculation unit 404, the homework print creation unit 409 that reads out homework that matches each student's weakness from the homework storage unit 408 and creates an individual homework print, and the printer 410 are controlled. By doing so, the personal homework print creating unit 409 includes an individual homework print printing unit 411 that prints the personal homework print created by the individual homework print creating unit 409.

  FIG. 2 illustrates an example of learning response data sent from the learning execution apparatus 10 to the homework creation apparatus 40, FIG. 3 illustrates an example of table data stored in the calculation table 403, and FIG. An example of homework stored in 408 is illustrated.

  Next, learning response data sent from the learning execution device 10 to the homework creation device 40, table data stored in the calculation table 403, and homework stored in the homework storage unit 408 will be described with reference to these drawings.

  As shown in FIG. 2, the learning response data sent from the learning execution device 10 to the homework creation device 40 is associated with the ID of the learning problem and the ID of the child, and required for the child to solve the learning problem. Time (seconds) and the number of trials that indicate how many times the answer to the learning question is the answer (if you get a correct answer, finish the trial), and whether the answer is correct It consists of correct / incorrect answer information indicating whether the answer is an answer or no answer, and actual answer information input by the child using the child terminal 30-i.

  In the learning response data shown in FIG. 2, for example, for the learning problem “02”, (1) the child “01” takes 24 seconds to obtain the correct answer in the first trial and solve the learning problem, The result is a correct answer, the actual answer is “4 less than 1”, and (2) the child “02” takes 135 seconds to solve the learning problem in the first trial, and the result is The answer is wrong, and the actual answer is “3 too much 2”. (3) The child “02” takes 102 seconds to get the correct answer in the second trial and solve the learning problem. The result is a correct answer, the actual answer is “4 less than 1”, (4) the child “03” is no answer to the learning problem, (5) the child “30” takes 9 seconds to get the correct answer in the first trial and solve the learning problem, the result is the correct answer, the actual answer It is "4 less 1", is shown an example of.

  The calculation table 403 includes two tables, a weakness calculation table and a strength calculation table.

  As shown in FIG. 3A, the weakness degree calculation table constituting the calculation table 403 manages the correspondence between the correct answer rate of the class and the weakness degree.

  For example, when the correct answer rate of a class for a certain learning problem is 30% or more and less than 40%, the correct answer rate of the class is such that a student who has answered the learning problem has a difficulty level of 40 regarding the learning problem. It manages the correspondence between the degree of weakness and weakness. This means that a student who answered a learning problem that many students in the class answered correctly did not like the learning problem. Therefore, the difficulty level calculation table indicates that the higher the correct answer rate, the greater the difficulty level. According to the form, the correspondence between the correct answer rate of the class and the weakness level is managed.

  On the other hand, as shown in FIG. 3B, the proficiency calculation table constituting the calculation table 403 manages the correspondence between the correct answer rate of the class and the proficiency.

  For example, when the correct answer rate of a class for a certain learning problem is 30% or more and less than 40%, the correct answer rate of the class is such that a student who has correctly answered the learning problem has a goodness of 70 regarding the learning problem. It manages the correspondence with the strength. It means that a student who answered correctly for a learning question that only a few students in the class could answer correctly is good at that learning problem, so the strength calculation table shows that the lower the correct answer rate, the greater the strength According to the form, the correspondence between the correct answer rate of the class and the strength is managed.

  Here, the correspondence relationship shown in FIG. 3A is an example, and any correspondence relationship may be used as long as the degree of weakness increases as the correct answer rate increases. Similarly, the correspondence relationship shown in FIG. 3B is an example, and any correspondence relationship may be used as long as it is a correspondence relationship in which the degree of goodness increases as the correct answer rate decreases.

  The homework storage unit 408 includes weakness reinforcement homework created in association with the learning problem presented to the child by the learning execution device 10, and height information required when printing the weakness reinforcement homework on a print. (Information on the vertical width of the print space), and a set number of skills improvement homework (homework more difficult than weakness reinforcement homework) created independently of the weakness reinforcement homework and Stores the height information required when printing homework on a print.

  For example, when the learning execution device 10 presents the learning questions of the first question to the twenty-second question to the child, the homework storage unit 408 corresponds to each of the learning questions of the 22 questions as shown in FIG. The homework for weak point reinforcement created and the height information required when printing the homework for weak point reinforcement on a print is stored, for example, 10 questions created regardless of the homework for weak point reinforcement Is stored, and the height information required when printing the ability improvement homework on a print is stored.

  Here, with regard to the ability improvement homework stored in the homework storage unit 408, the easiest ability improvement homework is stored at the top, and then stored so as to become a difficult ability improvement homework as it continues thereafter. preferable.

  FIG. 5 shows an example of a flowchart executed by the weakness / expertise calculation unit 404, FIG. 6 shows an example of a flowchart executed by the individual gradebook preparation unit 406, and FIG. An example of a flowchart executed by the print creation unit 409 is illustrated.

  Next, according to these flowcharts, homework creation processing executed by the homework creation apparatus 40 configured as shown in FIG. 1 will be described in detail.

  In the following, for convenience of explanation, it is assumed that the learning execution device 10 presents the learning questions of the first question to the twenty-second question to the child and the number of children is 30.

  First, the processing executed by the weakness / expertise calculation unit 404 will be described with reference to the flowchart of FIG.

  The weakness / expertise calculation unit 404 uses a non-illustrated input / output device to list a list of learning information stored in the input data storage unit 402 for the teacher (list of learning information for various classes and various learnings). ) And the teacher selects the learning information to be processed in response to the list display, as shown in the flowchart of FIG. 5, first, in step S101, from the input data storage unit 402, as the processing target Learning response data and learning problem information for the selected learning information is read out and stored in the work memory 405.

  Subsequently, in step S102, an initial value 1 is set to a variable j that specifies the problem number of the learning problem.

  Subsequently, in step S103, with reference to the learning response data (shown in FIG. 2) stored in the work memory 405, the number of correct answers with the number of trials being 1 is obtained for the jth question. That is, for the j-th question, the number of students who have obtained the correct answer with the number of trials being 1 among the 30 children is obtained.

  Subsequently, in step S104, using the number of correct answers obtained in step S103, the correct answer rate for the j-th question is calculated according to the calculation formula “(number of correct answers / number of children who answered) × 100”. 405 is stored. Here, the correct answer rate for the j-th question may be calculated according to the calculation formula of “(number of correct answers / 30) × 100” based on 30 children.

  Subsequently, in step S105, using the correct answer rate calculated in step S104 as a key, referring to the weakness calculation table having a table structure as shown in FIG. The degree of weakness of the answering question of the jth question of the child who answered is calculated and stored in the work memory 405.

  Subsequently, in step S106, using the correct answer rate calculated in step S104 as a key, referring to a goodness calculation table having a table structure as shown in FIG. The proficiency level for the j-th learning problem of the selected child is calculated and stored in the work memory 405.

  Subsequently, in step S107, the value of the variable j is incremented by one. In the subsequent step S108, it is determined whether or not the value of the variable j exceeds 22, and when it is determined that the value does not exceed, the step S103 Returning to the process, when it is determined that the number has been exceeded, the process ends.

  In this way, the weakness / skill level calculation unit 404 determines that each of the learning questions of the first question to the twenty-second question presented to the child by the learning execution device 10 is the answer of the child who answered the learning problem incorrectly. The degree of weakness with respect to the learning problem is calculated, and the proficiency with respect to the learning problem of the child who has correctly answered the learning problem is calculated and stored in the work memory 405.

  Here, when the weakness / goodness degree calculation unit 404 calculates the weakness degree and goodness degree according to the process of the flowchart of FIG. 5, the weakness degree calculation table having the table structure shown in FIG. Although it has been configured to calculate the weakness and goodness by referring to the goodness calculation table having the table structure shown in (b), the determination function of the program is used without using such a table, By identifying the degree of weakness and goodness associated with the correct answer rate, or by substituting the correct answer rate into the calculation formula that describes the relationship established between the correct answer rate and the weakness or goodness, You may make it calculate a specialty.

  Next, processing executed by the individual gradebook preparation unit 406 will be described with reference to the flowchart of FIG.

  When the personalized result table creation unit 406 is started when the weakness / goodness degree calculation unit 404 finishes the poorness and goodness degree calculation processing, as shown in the flowchart of FIG. In S201, by referring to the learning response data (shown in FIG. 2) stored in the working memory 405, the time required for each student to answer the first question to the twenty-second question (the number of trials is 1). (Required time) is obtained, and based on this, the average value of the required time (the required time when the number of trials is 1) is calculated for each of the learning questions of the first question to the twenty-second question.

  That is, the learning response data with the number of trials of 1 is used as a calculation target, and for each of the learning questions of the first question to the twenty-second question, the total time required for each child who has answered the learning problem is calculated. By dividing the total value by the number of children who answered, for example, it is calculated that the average time of the required time for the first question is such a value.

  Subsequently, in step S202, an initial value of 1 is set to a variable i for designating a child identification number, and an initial value of 1 is set to a variable j for designating a problem number of a learning problem.

  Subsequently, in step S203, the time required for the i-th child to answer the j-th learning problem is acquired from the learning response data stored in the working memory 405, and the acquired required time and step The “required time / average time” is calculated based on the average time of the j-th learning problem obtained in S202. This calculated value indicates how much shorter or longer than the average the i-th child answered the j-th learning question.

  Subsequently, in step S204, by referring to the learning response data stored in the working memory 405, it is determined whether or not the i-th child answered the learning question of the j-th question correctly. , The process proceeds to step S205, and by referring to the learning response data stored in the work memory 405, the difficulty level of the learning problem of the jth question (calculated in step S105 of the flowchart of FIG. 5). On the other hand, when it is determined that the answer is correct, the process proceeds to step S206, and the learning response data stored in the working memory 405 is referred to, so that the j-question learning problem is improved. Degree (calculated in step S106 in the flowchart of FIG. 5).

  Subsequently, in step S207, by referring to the learning response data stored in the working memory 405, the correct answer rate for the learning question of the j-th question (calculated in step S104 of the flowchart of FIG. 5) is acquired. To do.

  Subsequently, in step S208, the value of the variable j is incremented by one, and in the subsequent step S209, it is determined whether or not the value of the variable j exceeds 22, and when it is determined that the value does not exceed, the step S203 Returning to the above process, when it is determined that the number has been exceeded, the process proceeds to step S210, and an individual gradebook for the i-th child is created.

  That is, the “required time / average time” calculated in step S203, the weakness level acquired in step S205, the goodness level acquired in step S206, the correct answer rate acquired in step S207, and the work memory 405 are stored. Learning response data (shown in FIG. 2), “correct answer / incorrect answer information” / “required time” / “child answer information” when the number of trials is 1, and learning stored in the work memory 405 Based on “contents of learning problem” / “contents of correct answer” / “target of learning” acquired from the problem information, an individual gradebook for the i-th child as shown in FIG. 8 is created.

  Subsequently, in step S211, the value of the variable i is incremented by one. In the subsequent step S212, it is determined whether or not the value of the variable i has exceeded 30, and when it is determined that the value has not exceeded, step S203. When it is determined that the number has been exceeded, the process proceeds to step S213, and the final individual gradebook is created by integrating the individual gradebooks of the 30 children created in step S210. The data is stored in the individual gradebook storage unit 407, and the process is terminated.

  In this way, the individual gradebook preparation unit 406 performs the processing based on the weakness and goodness calculated by the weakness / expertise calculation unit 404 and the learning problem information sent from the learning execution device 10 as shown in FIG. An individual grade report for each child that describes what is shown in FIG. 6 is created and processed so as to be stored in the individual grade report storage unit 407.

  The individual result table stored in the individual result table storage unit 407 is provided to the teacher using an input / output device (not shown).

  Next, processing executed by the individual homework print creation unit 409 will be described in detail with reference to the flowchart of FIG.

  When the individual homework print creation unit 409 is activated upon completion of the processing of the weakness / skill level calculation unit 404 or the individual gradebook creation unit 406, as shown in the flowchart of FIG. In step S301, an initial value of 1 is set to a variable i for designating a child identification number.

  Subsequently, in step S302, by referring to the learning response data (shown in FIG. 2) stored in the working memory 405, the learning questions of the first question to the twenty-second question for the i-th child, When the number of trials is 1, the degree of weakness of the learning problem that answered the wrong answer is acquired, and the learning problems that answered the wrong answer based on that are sorted in descending order of the degree of weakness.

  Subsequently, in step S303, an initial value of 1 is set to a variable k that designates the sort order.

  Subsequently, when it is determined in step S304 whether or not all the wrong answer learning problems have been selected for the i-th child, it is determined that all the incorrect answer learning problems have not been selected. Proceeding to S305, the homework storage unit 408 having a homework storage structure as shown in FIG. 4 reads out weak point reinforcement homework and height information associated with the k-th sorted wrong answer learning problem.

  Subsequently, in step S307, if the homework read this time is printed from the total height of the homework (including the homework read this time) read from the homework storage unit 408 so far, it will not be possible to enter one print. In step S308, if it is determined in step S308 that a single print is entered even if printing is performed in accordance with this determination process, the process proceeds to step S309, the value of variable k is incremented by 1, and the process returns to step S304. .

  Then, by repeating the processing of steps S304 to 305 and steps S307 to 309, when it is determined in step S304 that all of the wrong answer learning problems have been selected for step i, the process proceeds to step S306. Then, from the homework storage unit 408 having a homework storage structure as shown in FIG. 4, unselected ability improvement homework and its height information are selected and read in order from the top.

  Subsequently, in step S307, if the homework read this time is printed from the total height of the homework (including the homework read this time) read from the homework storage unit 408 so far, it will not be possible to enter one print. In step S308, if it is determined in step S308 that a single print is entered even if printing is performed in accordance with this determination process, the process proceeds to step S309, the value of variable k is incremented by 1, and the process returns to step S304. .

  When it is determined in step S308 that the homework read this time will not be printed in step S308 by repeating the processes in steps S304 to S309 in this way, the process proceeds to step S310 and the current read time is read. Using the homework read so far, excluding homework, create a homework consisting of a single print for the i-th child.

  Subsequently, in step S311, the value of the variable i is incremented by one, and in the subsequent step S312, it is determined whether or not the value of the variable i has exceeded 30, and when it is determined that it has not exceeded, step S302 is performed. Returning to the process, when it is determined that the number has been exceeded, the process ends.

  In this way, the individual homework print creation unit 409 performs processing so as to create homework prints consisting of the maximum number of homework that can be included in one print for all children.

  In response to the creation of the homework print, the individual homework print printing unit 411 controls the printer 410 to process the homework print created by the individual homework print creation unit 409.

  In this way, the individual homework print creation unit 409 performs processing so as to create homework prints consisting of the maximum number of homework that can be included in one print for all children. For children who have a large number of wrong answers, create a homework consisting of weakness reinforcement homework, which is not good at it, and for those who have a small number of wrong answers, only one weakness reinforcement homework can create a free area on one print. Therefore, it is processed so as to create homework by adding homework for improving skills to that area.

  Thus, according to the individual homework print creation unit 409, in consideration of the test results, when homework is given to each child to enhance the learning effect, the homework that matches each student's weakness Can be created in a form that can achieve impartiality.

  Here, in the flowchart of FIG. 7, when unselected ability improvement homework is selected and read in order from the top in step S306, the read ability improvement homework is printed on one sheet in step S307. When it is determined that printing cannot be performed, the process immediately proceeds to the process of step S310 via the process of step S308. However, instead of the read ability improvement homework, the next ability improvement homework is read. It may be determined whether or not printing can be performed on one sheet.

  However, the ability improvement homework stored in the homework storage unit 408 is the ability improvement homework in which the ability improvement homework with the lowest height is stored at the top and the height increases as it continues thereafter. When stored, the processing of the flowchart of FIG. 7 is executed as it is.

  Further, in the flowchart of FIG. 7, when a weak area reinforcement homework is assigned to a single print and a blank area is created, as shown in FIG. As shown in FIG. 9B, a learning problem that requires a long time to answer a correct answer is identified according to “required time / average time”, and the learning problem of the identified correct answer is determined. You may make it assign the weak point reinforcement homework matched.

  FIG. 10 illustrates another example of a flowchart executed by the individual homework print creation unit 409.

  When performing the processing according to the flowchart of FIG. 7, the individual homework print creation unit 409 includes the maximum number of homework that can fit in one print so as not to cause unfairness among the students. Although homework prints are created, when processing is executed according to the flowchart of FIG. 10, by creating a homework print consisting of a prescribed number of homework, it will not cause unfairness among the students. I have to.

  That is, when performing the processing according to the flowchart of FIG. 10, the individual homework print creation unit 409 first sets 1 as an initial value to a variable i that specifies the identification number of the child in step S401. In subsequent step S402, the same learning process as in step S302 in the flowchart of FIG. 7 is executed, so that the learning problem in which the incorrect answer among the learning questions of questions 1 to 22 is answered for the i-th child. Sort in descending order of weakness.

  Subsequently, in step S403, the initial value 1 is set to the variable k for designating the sort order. In the subsequent step S404, whether or not a prescribed number of homework is read for the i-th child from the homework storage unit 408. If it is determined that the prescribed number of homework has not been read, the process proceeds to step S405, where it is determined whether or not all the wrong answer learning problems have been selected for the i-th child.

  When it is determined according to this determination processing that not all of the wrong answer learning questions have been selected for the i th child, the process proceeds to step S406, and the kth sorted answer is sorted from the homework storage unit 408. The weak point reinforcement homework associated with the learning problem is read out (there is no need to read out height information), and in the subsequent step S408, the value of the variable k is incremented by 1, and the process returns to step S404.

  Then, by repeating the processing of steps S404 to S406 and step S408, in step S405, when it is determined that all the wrong answer learning problems have been selected for the i-th child, the process proceeds to step S407. From the homework storage unit 408, unselected ability improvement homework is selected and read in order from the top (there is no need to read height information), and in step S408, the value of the variable k is incremented by one. Then, the process returns to step S404.

  By repeating the processes in steps S404 to S408 in this way, when it is determined in step S404 that a prescribed number of homework has been read from the homework storage unit 408 for the i-th child, the process proceeds to step S409. Using the homework read so far (including the homework read this time), a prescribed number of homework to be given to the i-th child is created.

  Subsequently, in step S410, the value of the variable i is incremented by one. In the subsequent step S411, it is determined whether or not the value of the variable i has exceeded 30. Returning to the processing, when it is determined that the number has been exceeded, the processing is terminated.

  In this way, when performing the processing according to the flowchart of FIG. 10, the individual homework print creation unit 409 creates a homework print consisting of a predetermined number of homework, thereby creating an unfair feeling among the students. I am trying not to bring it.

  In the flowchart described above, the process is executed using information on correct / incorrect answers when the number of trials is 1. As described above, the learning execution device 10 causes the child to answer the learning problem incorrectly. When it is desired to solve the learning problem again via the child terminal 30-i, the request is accepted only for a predetermined number of trials (for example, twice). .

  According to this configuration, as shown in the learning response data of FIG. 2, for a certain learning problem, a wrong answer is answered when the number of trials is 1, and a correct answer is answered when the number of trials is 2. Things happen.

  Therefore, as shown in the flowchart of FIG. 11A, when the student obtains a correct answer by a plurality of trials as shown in the flowchart of FIG. 11A, the learning problem is an alternative problem. (I) If it is not an alternative question, the amount of correction is determined so that the smaller the number of trials, the larger the amount of correction according to the number of trials until the correct answer is obtained. Then, the weakness degree calculated in step S105 of the flowchart of FIG. 5 is corrected by reducing the determined correction amount, and (ii) in the case of an alternative question, until the number of answers to be selected and the correct answer are obtained. In accordance with the number of trials, the correction amount is determined so that the larger the number of answers and the smaller the number of trials, the larger the correction amount, and the weakness degree calculated in step S105 of the flowchart of FIG. 5 is determined. Decrease by the amount of correction In modifying, it is to modify the weak degree by performing the process of.

  Here, when the learning problem is an alternative question, and the correct answer is inevitably determined from the number of answers to be selected and the number of trials, the correction amount is determined to be zero. In addition, it is also possible to perform correction to reduce the difficulty level by multiplication processing, instead of performing correction to reduce the difficulty level by subtraction processing.

  By providing such a weakness correction function, it is possible to calculate the weakness more accurately, so that the weakness reinforcement homework associated with the weaker learning problem is printed on the homework print. Will be able to.

  On the other hand, regarding the degree of goodness, it is possible to provide a correction function by using the time required to obtain a correct answer. For example, as shown in the flowchart of FIG. 11 (b), the weakness / skill level calculation unit 404 determines the required time in accordance with the required time until the correct answer is obtained (the required time converted to a ratio to the average time). The amount of correction is determined so that the longer it is, the greater the amount of correction, and the process is such that the goodness calculated in step S106 in the flowchart of FIG. 5 is corrected by reducing the determined amount of correction. It is also possible to correct the degree.

  The individual homework print creation unit 409 executes the flowchart of FIG. 7 and the flowchart of FIG. 10 so as not to cause an unfair feeling among students when giving homework.

  However, if a child who does not fully understand the learning problem presented by the learning execution device 10 is given the same amount of homework as other children, it will cause a heavy load on the child and have an adverse effect. Can be considered.

  In view of this, the individual homework print creation unit 409 calculates an average value for all learning questions of “required time / average time” for each child, as shown in the flowchart of FIG. For children whose average value is larger than the threshold value Th set to a value considerably larger than 1, it is determined that the child takes time to solve the learning problem, and the prescribed number of homework is assigned. According to the flowchart of FIG. 10 to be created, it is decided to create a smaller number of homework than the other children (the number may be changed according to the average value), For children whose average value is smaller than the threshold Th, create the same amount of homework as the other children according to the flowchart of Fig. 7, which creates the maximum number of homework that can fit on one print. It may perform processing that decides to.

  Here, in the flowchart of FIG. 12, it is determined that, for a child whose average value is smaller than the threshold value Th, it is determined to create the same amount of homework as the other children according to the flowchart of FIG. 7. However, according to the flowchart of FIG. 10, it may be determined to create the same number of homework as to be given to other children.

  Next, the configuration of the homework stored in the homework storage unit 408 will be described with reference to FIGS. 13, 14, and 16.

  As described in FIG. 4, the homework storage unit 408 is used for weakness reinforcement homework created in association with each of the learning problems presented by the learning execution device 10 and its height information, and for a predetermined number of ability improvement. The basic configuration is to store homework and its height information.

  According to the basic configuration of the homework storage unit 408, the personalized homework print creation unit 409 can create homework that matches each student's weakness in a form that can achieve impartiality.

  Taking this basic configuration into consideration, the homework storage unit 408 considers that the teacher may want to give more homework to the children, and as shown in FIG. The homework may be stored in a form such as homework for the second time and homework for the third time.

  When such a configuration is adopted, the individual homework print creation unit 409 creates a homework print using the homework for the first time when there is a homework print creation request from the teacher, and then again the homework print from the teacher. When there is a creation request, create a homework print using the homework for the second time, and then when there is a request to create a homework print again from the teacher, create a homework print using the homework for the third time, You will be able to create homework for the amount you want.

  In addition, when adopting this basic configuration, the homework storage unit 408 considers that the teacher may want to give homework to the child due to the difference in grades, as shown in FIG. The homework prepared in association with each of the questions (j = 1 to 22) is assigned as homework for the higher grades, homework for the middle graders, and homework for the lower grades. It may be configured to store.

  When such a configuration is adopted, the individual homework print creation unit 409 creates a homework print suitable for the high grade student, creates a homework print suitable for the middle grade student, and By creating a homework print that suits it, it will be possible to create homework in the form desired by the teacher.

  Here, whether the child is a high grader, a middle grader or a low grader is determined by the individual gradebook preparation unit 406 or the like by executing the flowchart of FIG. .

  Further, although not shown in FIG. 2, information on the pattern type of the mistaken way indicating what the child answered wrong is recorded in the learning response data sent from the learning execution device 10 to the homework creation device 40. There may be.

  For example, in divisional writing, (1) the quotient is correct but makes too much mistake, (2) the quotient is correct but adds too much, (3) the quotient is correct but forgets too much, (4) too much (5) When the first place of the quotient is 0, forgetting to set 0, (6) When the 10th place of the quotient is 0, forgetting 0 (7) When the tenth place of the quotient becomes 0, 0 is set to the first place. (8) When the 100th place is completely divided, the last two digits are calculated with the multiplication table. (9 There are different types of patterns of mistakes, such as:) calculating at different positions, or (10) setting 9 to the next place without setting a quotient in the first digit.

  When information on the pattern type of such a mistake is recorded in the learning response data, the homework storage unit 408 is configured as shown in FIG. 16 in order to make it possible to create a homework that matches the mistake. In addition, instead of preparing one weak point reinforcement homework in association with each of the learning questions of the jth question (j = 1 to 22), a plurality of weak point reinforcement homework is assigned according to the pattern type of the mistake. It may take the structure of preparing. Here, the ability improvement homework is not prepared according to the wrong answer of the child, so it is not necessary to prepare it according to the pattern type of the mistake.

  By adopting such a configuration, the personalized homework print creation unit 409 creates a homework using the weak point reinforcement homework indicated by the pattern type information recorded in the learning response data, so that it matches the mistake of the child. You will be able to create homework.

  Although the present invention has been described according to the illustrated embodiment, the present invention is not limited to this. For example, in the embodiment, the homework print is printed. However, instead of printing, it may be presented to the child using the child terminal 30-i.

  The present invention can be applied to educational situations such as schools, cram schools, prep schools, and corporate trainings. When learning using a computer, it is necessary to impart a sense of fairness to learning problems that match each person's weaknesses. It can be created in a form that can be realized.

1 is a system configuration diagram of a learning support system including the present invention. It is explanatory drawing of learning response data. It is explanatory drawing of the table data which a calculation table memorize | stores. It is explanatory drawing of the homework which a homework memory | storage part stores. 5 is a flowchart executed by a weakness / expertise calculation unit. It is a flowchart which an individual gradebook preparation part performs. It is a flowchart which the homework print preparation part classified by individual performs. It is explanatory drawing of an individual gradebook. It is explanatory drawing of the process which the homework print preparation part classified by individual performs. It is a flowchart which the homework print preparation part classified by individual performs. 5 is a flowchart executed by a weakness / expertise calculation unit. It is a flowchart which the homework print preparation part classified by individual performs. It is explanatory drawing of the homework which a homework memory | storage part stores. It is explanatory drawing of the homework which a homework memory | storage part stores. It is a flowchart of the determination process of a grade level. It is explanatory drawing of the homework which a homework memory | storage part stores.

Explanation of symbols

DESCRIPTION OF SYMBOLS 10 Learning execution apparatus 20 Learning problem storage device 30 Child terminal 40 Homework creation apparatus 401 Learning response data and learning problem information input part 402 Input data storage part 403 Calculation table 404 Degree / goodness degree calculation part 405 Work memory 406 Individual Gradebook preparation section 407 Individual gradebook storage section 408 Homework storage section 409 Individual homework print creation section 410 Printer 411 Individual homework print printing section

Claims (5)

Based on correct and incorrect information obtained by a learning system that presents multiple learning questions to multiple learners' terminals and collects answers to them, it creates learning questions that suit each learner. A learning problem creating method executed by a learning problem creating apparatus that performs processing,
For each learning problem presented by the learning system, based on the correct answer rate calculated from the correct / incorrect answer information, a process of calculating the degree of weakness of the learner who answered the incorrect answer to the learning problem; ,
For each learner, in accordance with the order of the degree of weakness, the process of determining the selection order of learning questions that answered the wrong answer;
From the storage device that stores the non-presented learning problem created in association with each learning problem presented by the learning system, each learner is associated with the learning problem that answered the wrong answer according to the selection order. Obtaining a predetermined number of learning problems, or acquiring a maximum number of learning problems that can fit in a predetermined number of pages, and preparing a learning problem suitable for each learner. ,
A learning method for creating learning features. The learning question creating method according to claim 1,
In the process of creating, for a learner who cannot acquire the predetermined number or the maximum number of learning questions that can enter the predetermined page due to the small number of learning questions that answered wrong answers, the time until the correct answer is answered. In order to identify a learning problem that is longer than learners who have obtained other correct answers, and acquiring from the storage device a learning problem associated with the identified learning problem,
A learning method for creating learning features. The learning question creating method according to claim 1,
In the process of creating, for learners who cannot acquire the predetermined number or the maximum number of learning problems that can be entered in a predetermined page due to a small number of learning problems that answered wrong answers, the acquisition is performed from the storage device. To acquire a learning problem that is prepared separately from the target learning problem and is more difficult than the target learning problem,
A learning method for creating learning features. In the learning question preparation method according to any one of claims 1 to 3,
In the process of calculating, in the case of adopting a configuration in which the learning system presents the learning problem again to the learner about the learning problem that has answered the wrong answer, the form of the answer required by the learning problem and its presentation Calculating the amount of weakness correction based on the number of times and correcting the weakness according to the amount of correction;
A learning method for creating learning features.   A learning problem creating program for causing a computer to execute the learning problem creating method according to any one of claims 1 to 4.

Images