JP2016107606A - Learning book, drill and test sheet - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide a learning book, a drill and a test sheet enabling efficient learning of learning contents while drawing attentions to learning contents from a learner such as an elementary school pupil.SOLUTION: A learning book 1 is a learning book for a learner to learn learning contents, including attention drawing marks 60 (61) attached to the leaning contents to draw attentions to the leaning contents from the learner such as an elementary school pupil during learning.SELECTED DRAWING: Figure 2

Description

  The present invention relates to a study book used in, for example, a school such as an elementary school, a home, a cram school, and the like, and a test used to evaluate a learning effect in relation to the study book and a drill.

  For example, when learning kanji in Japanese at an elementary school, a teacher who is an instructor uses a textbook to teach lessons such as elementary school students, and also uses auxiliary materials such as “Kurikae Kanji Drill”. And kanji learning is done. This “repetitive kanji drill” is organized according to the order of textbook units.

  Various tests are performed to evaluate whether the learner has learned the learning content. For this test, a work test that is the main evaluation test is used.

  In order to efficiently learn kanji, the conventional kanji exercise book described in Patent Document 1 divides kanji to be practiced into a plurality of blocks according to the stroke order, and each block has its shape and shape. The stroke order is memorized, and this is repeated for all the blocks, and the practice kanji are arranged so that the whole kanji is remembered.

JP-A-8-185115

  However, in the conventional kanji practice book, when the instructor instructs the learner to learn kanji, the kanji to be practiced is simply learned according to the stroke order, and the shape and stroke order are remembered for each of a plurality of blocks. For this reason, when the learner learns kanji, the instructor cannot efficiently learn while alerting the learner about the learning content.

  In addition, since there is no clear relationship between the contents of learning in drills and kanji exercise books and test problems such as work tests, it is difficult for learners to focus on points, The connection of learning evaluation is weak. In addition, a teacher who is a teacher may not be able to communicate learning points well to the learner.

  The present invention has been made in view of the above, and the purpose of the present invention is to enable learning to be learned efficiently while alerting the learner to learners such as elementary school students. To provide books, drills and tests.

  In order to achieve the above object, the learning book according to claim 1 is a learning book for a learner to learn the learning content, and the learning content is a caution to call attention when learning It is characterized by an arousal mark.

  In the study book according to claim 1, since a reminder mark is attached to the learning content to call attention when learning, the learner such as elementary school students should be aware of the learning content. Learning content can be learned efficiently while arousing.

  The study book according to claim 2 has an auxiliary attention-calling mark as the attention-calling mark, and the auxiliary attention-calling mark is given to a position corresponding to a portion where attention should be paid to the learning content. It is characterized by.

  In the study book according to claim 2, since learners and instructors such as elementary school students can recognize the part to be alerted of the learning content by using the auxiliary attention reminder mark, the attention point about the learning content is raised. However, the learning contents can be learned efficiently.

  The learning book according to claim 3 is a learning book for the learner to learn the learning content, and an auxiliary entry column is written outside the description column of the learning content.

  In the study book according to claim 3, since the learner can fill in the necessary items in the auxiliary entry column, the learner is alerted about the contents of the study by letting the learner fill in the supplementary items, Learning content can be learned efficiently.

  5. The learning book according to claim 4, wherein the learning book has a plurality of corner portions describing the learning contents, and the corner portion includes a date entry column for entering a date as the auxiliary entry column. Is described.

  In the study book according to claim 4, if the auxiliary entry field is a date entry field, the learner can make a habit of writing a date when learning, and the learner looks at the date entry field. By doing so, you can look back on when you learned. In addition, the instructor can check when the learner has learned, and whether there is no omission of learning, by looking at the date entry column.

  The study book according to claim 5 is characterized in that a name field for entering a learner's name is written as the auxiliary entry field on the page of the study book.

  In the study book according to claim 5, when the instructor checks the homework contents listed on the designated page of the study book, the instructor gives the learner the designated page of the study book. In some cases, the leader may submit it in an expanded state. In this case, the learner enters the “name” in the name space on each page so that the instructor can enter the “name field” on the cover or back cover of the study book. Even without looking, the instructor can easily confirm which learner's study book it is. For this reason, confirmation of instruction to the learner by the instructor is efficiently achieved.

  The drill according to claim 6 is a drill for the learner to learn the learning content, and the same alert mark as the study book or the test is common in the location for calling attention when learning. It is characterized by being granted.

  In the drill according to claim 6, the same alerting mark as that in the learning book or the test is commonly given to a portion for attracting attention when learning with the drill. Thereby, when a learner learns using a drill, the learning content can be efficiently learned while calling attention to the learning content.

  The test according to claim 7 is a test for evaluating the learning content of the learner corresponding to a drill or a learning book for the learner to learn the learning content, and the test of the drill or the learning book. The learning content and the learning content in the test corresponding to the learning content are characterized in that the same attention-calling mark is commonly given to a location for calling attention when learning.

  In the test according to claim 7, the learning content of the drill or the learning book and the learning content in the test corresponding to the learning content are the same at the place where the attention is given at the time of learning. Are commonly granted. For this reason, when the learner takes the test, the learner can learn efficiently by learning while paying attention to the same attention-calling mark given to the portion for calling attention. In other words, it is possible to efficiently learn the learning content while alerting learners such as elementary school students about the learning content.

  9. The test according to claim 8, wherein the test for the learner includes a work test for the learner for evaluating the learning content of the learner, and the learner's test before the work test. Including a pre-test for the learner for confirming a learning content, and a review sheet for the learner to be used for correcting the test content of the work test after the work test is performed, and the pre-test for the learner In the review sheet for the learner, the same alert mark is assigned to the location for calling attention, and the work test for the learner is performed at the location for calling attention. The same alert mark is not given.

  In the test according to claim 8, the same precaution mark is given to the pretest for the learner and the review sheet at the portion for calling attention. When using a review sheet for learners or using a review sheet for learners, it is possible to learn efficiently by learning with the same attention reminder mark. Moreover, since the same alert mark is not given to the location where the work test for the learner is alerted, it is not possible to give a hint when the learner takes the work test for the learner. On the other hand, it is helpful for the instructor to judge the effect of learning.

  In the test according to claim 9, the test for the instructor who teaches the learner includes a work test for the instructor for evaluating the learning content of the learner, and before the work test. Including a pretest for the instructor for confirming the learning content of the learner, and a review sheet for the instructor used for correcting the test content of the work test after performing the work test, In the pre-test and the review sheet for the instructor, the same alert mark is given to the location for calling attention, and the attention is also given to the work test for the instructor. The same attention-calling mark is given to the place, which is characterized in that

  In the test according to claim 9, the same precautionary mark is given to the pretest for the instructor and the review sheet for the attention, so that the learner can pretest for the learner. When using a review sheet for learners or when using a review sheet for learners, the instructor is conscious of the same warning mark and instructes learners to learn efficiently. be able to. In addition, the same alert mark is attached to the work test for the instructor at the location where the attention is drawn. Therefore, when the learner takes the work test for the learner, the instructor will receive the same alert. By confirming the mark, it becomes a reference for judging the effect of learning when the learner takes the work test.

  ADVANTAGE OF THE INVENTION According to this invention, the learning book, drill, and test which can be made to learn learning content efficiently can be provided, attracting the attention about learning content to learners, such as an elementary school student.

It is a figure which shows the textbook T and the "kanji drill note" 1 which is embodiment of the study book of this invention, the "repeated kanji drill" D, and. It is a figure which shows the learning content of the national language "kanji drill note" which a learner uses. It is a figure which shows the learning content of the national language "kanji drill note" which a learner uses. It is a figure which shows the learning content of the national language "kanji drill note" which a learner uses. It is a figure which shows the learning content of the national language "kanji drill note" which a learner uses. It is a figure which shows the example of the "3" unit 100 described in the "repeated kanji drill" D shown in FIG. It is a figure which shows the example of the "7" unit 102 described in the "repeated kanji drill" D shown in FIG. It is a figure which shows the example of the "8" unit 103 described in the "repeated kanji drill" D shown in FIG. It is a figure which expands and shows a part of corner part in which the Chinese character "question" to call attention shown in FIG. 2 is described. It is a figure which shows the example of various shapes of a warning mark. FIG. 11A shows a “certificate” arranged at the end of the “Kanji drill note”, and FIG. 11B shows a “record of study” arranged at the end of the “Kanji drill note”. It is. It is a figure which shows "how to use a Chinese character drill note". It is a figure which shows "how to use a Chinese character drill note". It is a figure which shows the example of the calculation drill note which is another embodiment of this invention. It is a figure which shows a series of figure documents of the Chinese character and Japanese language of embodiment of this invention. It is a figure which shows the "Japanese language pretest" 301 for learners. It is a figure which shows the "Japanese language pretest" 302 for leaders. It is a figure which shows the "Japanese language work test" 303 for learners. It is a figure which shows the "Japanese language work test" 304 for leaders. It is a figure which shows the "national language review sheet" 305 for learners and a leader. It is a figure which shows the example of drills DD and the test class 300 of the language for teachers and the learner, and the example of the drill class DM and the test class 500 of arithmetic.

  DESCRIPTION OF EMBODIMENTS Hereinafter, embodiments for carrying out the present invention (hereinafter referred to as embodiments) will be described with reference to the drawings.

<First Embodiment>
FIG. 1 is a diagram showing a “kanji drill note” 1, a “repetitive kanji drill” D, and a textbook T, which are embodiments of the study book of the present invention.

  FIGS. 2 to 5 show examples of learning contents of “Kanji drill notebook” 1 which is an embodiment of the study book of the present invention. The “Kanji drill notebook” of the Japanese language used by learners such as elementary school students is shown in FIGS. A part of learning content is shown. In FIG. 2 to FIG. 5, as an example, a “kanji drill note” in Japanese which is used by a learner when the instructor teaches a learner such as an elementary school in a school such as an elementary school, a cram school, or a home. This “kanji drill note” 1 is an embodiment of the study book of the present invention.

  In addition to teaching lessons using the textbook T shown in Fig. 1, Kanji learning is conducted using the textbook T shown in Fig. 1 and the supplementary teaching material "Kurikae Kanji Drill" D shown in Fig. 1. ing. This “repetitive kanji drill” D is configured in the order of “unit” described in the textbook T.

  This “repetitive kanji drill” D is composed of “new kanji table”, “reading page”, and “writing page” related to the order of “unit” in the textbook. The “repeated kanji drill” D is a drill in which the learner repeats the kanji as the learning content and learns kanji. However, “Repeat Kanji Drill” D has no space for writing on this drill. For this purpose, the learner writes the kanji in the “kanji drill note” 1 and repeats the kanji so that the kanji can be practiced.

  A “kanji drill note” 1 illustrated in FIGS. 1 and 2 to 5 is a so-called dedicated note of the “repeated kanji drill” D. The order of questions in “Kanji Drill Notes” 1 is configured to match the order of questions in “Repeat Kanji Drill” D. By using this dedicated “kanji drill note” 1, learners such as elementary school students can easily learn kanji using the “repetitive kanji drill” D. Since the “kanji drill note” 1 has a fixed configuration, the learner can easily learn, and a teacher such as a teacher can easily confirm the learning result of the learner.

  Next, with reference to FIG. 2 to FIG. 5, a configuration example of the learning content of each page of the “Kanji drill note” 1 will be described.

  The “kanji drill note” 1 shown in FIG. 2 describes a right page 1A and a left page 1B. In the page of “Kanji drill note” 1 shown in FIG. 2, “3” unit 10 and “4” unit 11 are described.

  The “kanji drill note” 1 shown in FIG. 3 describes the next right page 1C and the left page 1D. In the page of “Kanji drill note” 1 shown in FIG. 3, “4” unit 11 and “7” unit 12 are described.

  Furthermore, the “kanji drill note” 1 shown in FIG. 4 describes the next right page 1E and the left page 1F. In the page of “Kanji drill note” 1 shown in FIG. 4, “7” unit 12 and “8” unit 13 are described.

  The “kanji drill note” 1 shown in FIG. 5 describes the next right page 1G and the left page 1H. In the “Kanji drill note” 1 page shown in FIG. 5, “8” unit 13 is described.

  Returning to FIG. 2, the “3” unit 10 of the “Kanji drill note” 1 shown in FIG. 2 includes four corner portions 21, 22, 23, and 24. The “4” unit 11 of the “Kanji drill note” 1 shown in FIGS. 2 to 3 is composed of five corner portions 31, 32, 33, 34, and 35.

  Similarly, the “7” unit 12 of the “Kanji drill note” 1 shown in FIGS. 3 to 4 includes three corner portions 41, 42, and 43. The “8” unit 13 of the “Kanji drill note” 1 shown in FIGS. 4 to 5 includes corner portions 51, 52, and 53.

  Next, FIGS. 6 to 8 show examples of learning contents described in “Repeat Kanji Drill” D. FIG.

  FIG. 6 shows an example of the learning content of the “3” unit 100 described in the “repeated kanji drill” D shown in FIG. FIG. 7 shows an example of the learning content of the “7” unit 102 described in “Repeat Kanji Drill” D shown in FIG. FIG. 8 shows an example of learning contents of the “8” unit 103 described in “Repeat Kanji Drill” D shown in FIG.

  In “3” unit 100 of “repetitive kanji drill” D shown in FIG. 6, “unit name” “let's do“ listen quiz ”” is described. In “7” unit 102 of “repetitive kanji drill” D shown in FIG. 7, “unit name” “Let's do“ listen quiz ”” is described. Since “unit name” is described on each page, it is convenient to search for a page to learn. Further, in “8” unit 103 of “repetitive kanji drill” D shown in FIG. 8, “unit name” is written in hiragana as “Let's do“ Kikitori quiz ””. This is to avoid hints when writing new kanji.

  The learning content of the “3” unit 10 of the “Kanji drill note” 1 shown in FIG. 2 is made to coincide with the learning content of the “3” unit 100 of the “repeated Kanji drill” D shown in FIG. The learning contents of the “4” unit 11 of the “Kanji drill note” 1 shown in FIGS. 2 to 3 are made to coincide with the learning contents of the “repetitive Kanji drill” D, which is not shown. The learning contents of the “7” unit 12 of the “Kanji drill note” 1 shown in FIGS. 3 to 4 are matched with the learning contents of the “7” unit 102 of the “repeated Kanji drill” D shown in FIG. The learning content of the “8” unit 13 of the “Kanji drill note” 1 shown in FIG. 4 to FIG. 5 is made to match the learning content of the “8” unit 103 of the “Repeat Kanji drill” D shown in FIG.

<"Footprint mark" 60 and "Auxiliary footprint mark" 61 as warning marks>
Next, referring to FIG. 2 and FIG. 9, regarding the “footprint mark” 60 and the “auxiliary footprint mark” 61 as attention-calling marks for calling attention to the learner when learning the learning content explain.

  In the example of FIG. 2, an example is shown in which “footprint marks” 60 as the attention-calling marks are respectively given to the corner portions 22 and 31 that should call attention in advance.

  The “footprint mark” 60 has an arbitrary shape, for example, the shape of an animal footprint, and an instructor such as a teacher pays attention to the learner when the learner learns kanji. It is given to the corners 22 and 31 with the kanji you want to evoke.

  The “footprint mark” 60 is given to the upper right part of the corner portion 22 where the kanji “road” that is intended to alert the learner to kanji is learned as “kanji that is easy to mistake”. Similarly, the “footprint mark” 60 is given to the upper right part of the corner portion 31 where the kanji “question” to which the learner wants to be alerted in learning kanji is described as “kanji that is easily mistaken”. ing.

  FIG. 9 is an enlarged view of a part of the corner portion 31 where the Chinese character “question” to be alerted is shown in FIG.

  As shown in FIG. 9, a “footprint mark” 60 is given to the upper right portion of the corner portion 31. This “footprint mark” 60 is a main (main) alert mark. Thus, by providing the “footprint mark” 60, the learner can learn while reliably recognizing that the entire kanji “question” is a kanji that requires attention in learning. The learner is aware that the kanji “question” is a kanji with many wrong answers, so that the learner can work on learning while drawing the kanji.

  In addition, the learner can obtain a sense of accomplishment of learning when the Chinese character “question” that is easy to be mistaken can be answered correctly. In addition, a teacher such as a teacher can carefully learn the kanji “question” that he / she wants to call attention in advance in the class by being aware that the kanji has a low correct answer rate.

  Furthermore, as shown in FIG. 9, “auxiliary footprint mark” 61, which is an auxiliary (sub) attention-calling mark, is added to, for example, two portions of the Chinese character “question” to be alerted.

  In this way, by giving the “footprint mark” 61 in the shape of a bird's footprint, the learner can easily mistake the “stop part” or “splash part” of the kanji “question” when practicing the kanji. It is possible to learn while more surely recognizing that it is a part requiring attention.

  The learner can get a sense of accomplishment of learning when paying attention to the “stop part” and “splash part” of the kanji “question” and answering the correct kanji “question” that he / she wants to call attention to. . In addition, a teacher or other instructor confirms the “auxiliary footprint mark” 61 that the part where the kanji “question” of the kanji “question” to which attention is to be drawn stops or jumps is a part that requires attention in learning. Thus, it is possible to make the learner recognize and to carefully learn in advance in the class by being aware that the correct answer rate is a kanji.

  FIG. 10 shows various examples of the shape of the alert mark.

  FIG. 10A shows a “footprint mark” 60 in the shape of a footprint of an animal such as a dog already described. FIG. 10B shows an “auxiliary footprint mark” 61 in the shape of a bird footprint, which has a shape different from that of an animal footprint. In addition, FIG. 10C shows a “finger mark” 62, and FIG. 10D shows an “eye shape mark” 63. However, the shape of the alert mark is not particularly limited, and any shape can be adopted.

<"Unit Name"65>
Next, the “unit name” 65 shown in FIGS. 2 to 5 will be described.

  As shown in FIGS. 2 to 5, “unit name” 65 is described in the upper right part of each page 1A to 1H of “Kanji drill note” 1. The “unit name” 65 is “Let's do a“ listen quiz ””. “Unit name” 65 is “Let's do“ listen quiz ””. “Unit name” 65 written in “Repeat Kanji drill” D shown in FIG. ing.

  Thus, the “unit name” 65 of “Kanji drill note” 1 is assigned to each page, the “unit name” 65 of “Kanji drill note” 1 and the “unit name” of “Kurikashi Kanji drill” D. 65 matches, so the learner or the instructor can use “Kanji” on each page of “Kanji Drill Notes” 1 for the textbook T and “Repeat Kanji Drill” D shown in FIG. It is easy to confirm which unit comes out by looking at "Let's do" listen quiz "". For this reason, the usability of the Chinese character drill notebook 1 is improved.

  The corner portion 35 can be used as a practice space for kanji characters that are insufficiently practiced, and can also be used for writing sentences using newly learned kanji characters.

<"Drill Page"66>
The “drill page” 66 shown in FIGS. 2 to 5 will be described.

  A “drill page” 66 shown in FIGS. 2 to 5 indicates “unit” described in the drill page of the repeated kanji drill D. As shown in FIG. 2 to FIG. 5, corner portions 21, 22, 23, 24, corner portions 31, 32, 33, 34, corner portions 41, 42, 43, and corner portions 51, 52 have “ A “drill page” 66 is shown. In the corner portions 21, 22, 23, and 24 shown in FIG. 2, “3” unit of “Kanji drill note” 1 shown in FIG.

  In the corner portions 31 and 32 shown in FIG. 2, “4” unit that is “drill page” 66 is written, and in the corner portions 33 and 34 shown in FIG. "The unit is written.

  Similarly, in the corner portion 41 shown in FIG. 3 and the corner portion 42 shown in FIG. 4, a “7” unit that is a “drill page” 66 is written. In the corner portion 51 shown in FIG. 4 and the corner portion 52 shown in FIG. 5, “8” unit which is “drill page” 66 is written.

  As described above, since the “drill page” 66 is written in the corner portion, it is easy to understand the correspondence with the unit described in the “repeated kanji drill” D shown in FIG.

<"Date column"67>
The “date writing field” 67 shown in FIGS. 2 to 5 will be described.

  As shown in FIG. 2 to FIG. 5, in the “Kanji drill note” 1, “date writing fields” 67, which are date entry fields for entering dates, are written in each corner as auxiliary entry fields. Yes. The “date writing column” 67 is written at the upper position of each corner portion outside the learning content description column.

  In the upper part of the corner portions 21, 22, 23, 24, corner portions 31, 32, 33, 34, corner portions 42, 43, and corner portions 52, 53 shown in FIGS. Is written. Thereby, the learner can be given a habit of writing a date when learning, and the learner can look back on when he / she learned by looking at the “date writing column” 67. Also, the instructor can check and look back on when the learner has studied by looking at the “date column” 67. The learner can enter the date, which is a necessary item, in the “Date Writing Field” 67, which is a supplementary entry field. Can have.

<"Name column"68>
The “name column” 68 shown in FIGS. 2 to 5 will be described.

  As shown in FIG. 2 to FIG. 5, a “signature field” 68 for entering the name of the learner is written as an auxiliary entry field at the lower right position of the spread of each page. For example, the “name column” 68 is written in each of the corner portions 21 and 24 shown in FIG. 2, the corner portion 33 shown in FIG. 3, the corner portion 42 shown in FIG. 4, and the corner portion 52 shown in FIG. ing.

  The “name column” 68 is written as described above for the following reason.

  When the instructor checks the homework content on the designated page of “Kanji Drill Notes” 1, the instructor causes the learner to expand the designated page of “Kanji Drill Notes” 1. In some cases, you may be required to submit to the instructor.

  In this case, the learner enters the “name” in the “name column” 68 in the spread of each page, so that the instructor is indicated on the cover or back cover of the “kanji drill note” 1. Even without looking at the “name column”, the instructor can easily confirm which learner's “Kanji drill note” 1 is. For this reason, confirmation of instruction to the learner by the instructor is efficiently achieved.

<"Kanji acquisition system by step learning">
As the “kanji acquisition system by step learning”, in step 1, for example, in the kanji table 70 shown in the corner portion 21 of the right page 1A shown in FIG. In step 2, the learner traces the new Kanji character “Tori” on the reading page 71 of the corner portion 41 of the left page 1D shown in FIG. In step 3, the learner confirms whether or not the learner can further write a new kanji character “Tori” on the page 72 of the left page 1F shown in FIG. In this way, the learner can learn kanji more easily by performing three-step learning in the “kanji drill note” 1.

<"Award certificate" and "Record of study" at the end of the book>
FIG. 11A shows “award certificate” 75 arranged at the end of “Kanji drill note” 1, and FIG. 11B shows “study record” arranged at the end of “Kanji drill note” 1. 76.

  At the end of “Kanji Drill Notes” 1, there are “Award Certificate” 75 and “Record of Study” 76. With the “certificate” 75 shown in FIG. 11A, it is possible to obtain a sense of accomplishment that learners such as elementary school students and children have practiced kanji to the end. "

  In the “record of study” 76 shown in FIG. 11 (B), the page number of “Kanji drill note” 1 is described in, for example, a six-six shape, and the number of the page of “Kanji drill note” 1 studied by the learner is displayed. It is in the form of painting with colors. In this example, a page number is described in a circular figure, and the mutual circular figures are connected by a bar-shaped portion. For example, by arranging a floral pattern 76A or the like on page numbers “10”, “20”, etc., which are well-separated, or by enlarging the figure, the learner can proceed with learning more happily.

  Further, when the page number reaches the last “68”, the page number “68” has a larger flower pattern in order to further improve the learner's sense of achievement of learning.

  In this way, the learner, instructor, and guardian can visually check the progress of learning by painting the number of the page on which the learner has studied, and the learner can predict the progress of learning. And can continue to study. In addition, learners can get a sense of accomplishment when they can apply to the end, and are encouraged to do their best in the next study.

<Kanji table 80>
As shown on the right page 1A of “Kanji drill note” 1 in FIG. 2, the “Kanji table” 80 greatly describes, for example, “Kan”, which is a new Kanji character. The stroke order (1, 2, 3) is added. In this way, since the new Kanji characters are posted large, it is easy for the learner to catch the eye and visually recognize. In fact, as a step before writing with a pencil, it is easy to practice tracing the font with your fingers.

<"Field to write how to read new kanji"81>
As shown on the right page 1A of the “Kanji drill note” 1 in FIG. 2, a “column for writing how to read a new Kanji” 81 is described at the bottom of the “Kanji table” 80, and the learner While looking at “Repeat Kanji Drill” D, you can write “how to read” Kanji. In addition to showing the kanji to the learner, the learner can fix the reading of the kanji by having them write “how to read”.

<"Field where you can write the number of strokes of new kanji"82>
As shown on the right page 1A of “Kanji drill note” 1 in FIG. 2, the “column for writing the number of strokes of a new Kanji character” 82 is written on the left side of the large “Kan”. The learner can write the “number of strokes” of the kanji while looking at the “repetitive kanji drill” D. Not only can the learner show the kanji, but also by writing the “number of strokes”, the kanji shape can be consciously established.

<"A column for writing the radicals of new kanji"83>
As shown on the right page 1A of “Kanji drill note” 1 in FIG. 2, “Column for writing new radicals” 83 is described below “Column for writing strokes of new Chinese characters” 82. Has been. “New Kanji Kanji radical” 83 is for 3rd to 6th grade elementary school students and allows students to write “Kanji” radicals while watching “Kurikashi Kanji Drill” D Can do. Not only can the learner show the kanji, but by tracing and writing the “radical” part in light ink kanji, it is possible to recognize and establish the radical. In addition, the “column for writing a radical of a new Chinese character” 83 is omitted in the first year and the second year of an elementary school because they do not learn “the radical”.

<"The first field to write new kanji"84>
As shown on the right page 1A of “Kanji drill note” 1 in FIG. 2, the “new writing kanji for the first time” 84 has a thin ink character that is a trace character in the first square of the practice column. By tracing this thin ink letter, you can practice writing new and well-formed Chinese characters. It is possible to select the darkness level of the light black characters from, for example, two or more levels.

<"Problem number"85>
As shown on the left page 1D of the “kanji drill note” 1 in FIG. 3, the same “problem number” as the “problem number” printed on the “repeated kanji drill” D shown in FIG. "85" is printed. This makes it easy to understand the correspondence between the problem of “Kanji Drill Notes” 1 and the problem of “Repeat Kanji Drill” D, so that the learner knows which part of the notebook should be filled with the “question number” and how to write notes Can wear.

<"Trace characters of new Chinese characters"86>
As shown on the left page 1D of the “Kanji drill note” 1 in FIG. 3, a “new Kanji trace character” 86 is printed in the corner portion 41. The learner can reconfirm the correct form of the new Kanji by printing the “new Kanji trace character” 86.

<"Problem number"87>
As shown on the left page 1F of “Kanji drill note” 1 in FIG. 4, an “problem number” 87 that is the same as the problem number printed on “repeated kanji drill” D shown in FIG. Is printed. This makes it easy to understand the correspondence between the problem of “Kanji Drill Notes” 1 and the problem of “Repeat Kanji Drill” D, so that the learner knows which part of the notebook should be filled with the “question number” and how to write notes Can wear.

<"How to use kanji drill notes"88>
FIGS. 12 and 13 show a “Kanji drill note usage display” 88 provided in the “Kanji drill note” 1.

  The first page of the Chinese character drill note 1 is provided with a “Kanji drill note usage display” 88 shown in FIGS. By referring to the “Kanji drill note usage display” 88, the usage of the Kanji drill note 1 can be easily understood by the learner, the instructor, or the guardian. The “Kanji drill note usage display” 88 specifically specifies how the learner, instructor, or guardian should use the Kanji drill note 1. Thereby, the learner can tackle learning using the kanji drill note 1 without hesitation.

  FIG. 14 shows an example for a teacher of calculation drill notes.

  The calculation drill note teacher shown in FIG. 14 shows an example of subtraction, and a unit 180 of subtraction calculation includes a plurality of “subtraction calculations”. One “subtraction calculation” 200 of the plurality of “subtraction calculations” is “50−4 = 46”.

  Unlike the other “subtraction calculation” examples, the “subtraction calculation” 200 is provided with a “footprint mark” 60 and a “finger mark” 62 as a reminder mark. When performing this “subtraction calculation” 200, the value of the “1” place of “50” is “0”, so it is necessary to calculate by borrowing from the “10” place. Instructors such as can call attention to learners.

  In addition, teachers and other instructors can carefully perform “subtraction calculation” 200 for which attention is to be paid, and learn in advance in class by being aware of the “subtraction calculation” with a low correct answer rate. Is possible.

  Further, a self-evaluation column 190 is assigned to the right side of the lower part of the subtraction calculation unit 180. The self-evaluation column 190 is, for example, a “pencil mark”, and is a column for painting the number of questions that a learner such as a child can correctly answer with a writing instrument such as a pencil. Thereby, the learner can be aware of how many questions he / she could make.

  Thus, by filling in the self-assessment column 190, the learner can achieve (pass) a sense of accomplishment and encourage the learner to do their best in the next learning. Such a self-evaluation column 190 can also be used for the above-described Kanji drill note 1 in Japanese.

  The learning book 1 of the embodiment of the present invention is a learning book for the learner to learn the learning content, and the learning content is given a warning mark for calling attention when learning. . Thereby, in this study book 1, since the attention reminder mark for giving attention at the time of learning is given to the learning content, it is about learning content about the learning content to learners and instructors such as elementary school students. Learning content can be efficiently learned while calling attention.

  The learning book 1 according to the embodiment of the present invention has an auxiliary attention calling mark as the attention calling mark, and the auxiliary attention calling mark is given to the position corresponding to the portion to be called out about the learning content. . For this reason, in the study book 1, learners and instructors such as elementary school students can recognize the portion to be alerted of the learning content using the auxiliary attention alerting mark. The contents can be learned efficiently.

  The learning book 1 is a learning book for the learner to learn the learning content, and an auxiliary entry column is provided outside the learning content description column. For this reason, in the learning book 1, since the learner can fill in the necessary items in the auxiliary entry column, the learner is alerted to the learning content while filling in the auxiliary entry items, and the learning content is You can learn efficiently.

  The study book 1 has a plurality of corner portions in which the learning contents are described, and a date entry column for entering a date is provided as an auxiliary entry column in the corner portion. For this reason, in the study book 1, if the auxiliary entry field is a date entry field, the learner can be given a habit of writing a date when learning, and the learner looks at the date entry field. And you can look back on when you learned. The instructor can check when the learner has learned by looking at the date entry column.

  The study book 1 is provided with a name column for entering a learner's name as an auxiliary entry column on the page of the study book. For this reason, in the study book 1, when the instructor checks the homework content described on the designated page of the study book, the instructor causes the learner to expand the designated page of the study book. In some cases, you may be required to submit to the instructor.

  In this case, the learner enters the “name” in the name space on each page so that the instructor can enter the “name field” on the cover or back cover of the study book. Even without looking, the instructor can easily confirm which learner's study book it is. For this reason, the efficiency of the learning guidance by the instructor can be improved.

Second Embodiment
FIG. 15 is a diagram showing a series of kanji / language documents including the test embodiment of the present invention. In the example shown in FIG. 15, the textbook example is a national language for elementary school students, and a textbook MT, a drill class DD, and a test class 300 are shown.

  For learning the Japanese language of the elementary school, in addition to teaching lessons using the textbook MT in the Japanese language shown in FIG.

  The drills DD include a “repetitive kanji drill” MD, a “writing type kanji drill” MM, a “national language drill” MN, and a “national language formation print” MP. The test class 300 includes “Japanese language pretests” 301 and 302 as preliminary tests, “Japanese language work tests” 303 and 304 as main tests, and “Japanese language review sheet” 305 for checking.

  “National language work tests” 303 and 304 are main evaluation tests. The “Japanese language review sheet” 305 is used when reviewing the contents of the test learning described in the test after performing the “Japanese language work test” 303 and 304.

  There are two types of textbooks MT, drills DD, and tests 300 for teachers (for teachers) and for learners (for children and elementary school students).

  The “repetitive kanji drill” MD, “writing type kanji drill” MM, “national language drill” MN, and “national language formation print” MP shown in FIG. 15 are the “unit” of the learning content described in the textbook MT of the national language. Are configured in accordance with the order.

  Similarly, the “Japanese language pretest” 301, the “Japanese language work test” 303, and the “Japanese language review sheet” 305 are also arranged in the order of the “unit” of the learning contents described in the textbook MT of the Japanese language. It is configured. That is, the contents of the drills DD and the tests 300 are based on the learning contents of the textbook MT in Japanese.

  Also in the “repetitive kanji drill” MD, “writing kanji drill” MM, “national language drill” MN, and “national language formation print” MP of the drills DD for teachers and learners shown in FIG. When the “footprint mark” 60 causes the learner in the Japanese language textbook MT to perform kanji learning, the position where he / she wants to call attention to the learner (problem to call attention to the learner), for example, is easy to make a mistake. Each is assigned to a position corresponding to the Chinese character 400.

  The “footprint mark” 60 has an arbitrary shape, for example, the shape of an animal footprint. When a teacher such as a teacher causes the learner to learn kanji, It is given to a position where attention is to be drawn, for example, a kanji 400 that is easily mistaken.

  Further, “Footprint mark” 60 which is a reminder mark is displayed on the “Japanese language pretest” 301 and 302 and “Japanese language review sheet” 305 of the test 300 for the instructor and the learner shown in FIG. When the kanji learning is performed on the learner by using the textbook MT, the position is given to a position where the learner wants to be alerted, for example, a position corresponding to the kanji 400 that is easily mistaken.

  In the “Japanese language work test” 304 shown in FIG. 15 for the instructor, a “footprint mark” 60 is given to a position where attention is to be paid to the learner, for example, a position corresponding to a kanji 400 that is easily mistaken.

  On the other hand, in the “Japanese language work test” 303 for the learner shown in FIG. 15, the “footprint mark” 60 is given to the position where the learner wants to be alerted, for example, the position corresponding to the kanji 400 that is easily mistaken. Not. For this reason, in FIG. 15, in the “Japanese language work test” 303 for learners, in order to clearly indicate that the “footprint mark” 60 is not provided at a position corresponding to the Chinese character 400 that is easily mistaken, the “footprint mark” Instead of a solid line indicating 60, this “blank” portion 360 is indicated by a two-dot chain line.

  The “footprint mark” 60 is printed so that both the instructor and the learner can notice the presence. On the other hand, since the “footprint mark” 60 is not described in the “blank part” 360 in the “Japanese language work test” 303 for the learner, the learner does not notice the presence of the “footprint mark” 60.

  As described above, the “blank part” 360 is provided in the “Japanese language work test” 303 for the learner shown in FIG. 15 when the learner receives the “Japanese language work test” 303. This is in order to prevent the learner from giving hints of some kind of answer due to the presence of the “footprint mark” even though he / she notices the existence of the “mark”.

  As a result, when the learner receives the “Japanese language work test” 303, he / she does not realize that the kanji 400, which is easy to be mistaken, is a problem to call attention, so there is a “footprint mark” even though the learner is a test. By doing this, it is possible to prevent the learner from getting a hint of the answer with some preconceptions.

  16 shows an example of a “Japanese language pretest” 301 for learners, FIG. 17 shows a “national language pretest” 302 for instructors, and FIG. 18 shows a “Japanese language work test” 303 for learners. FIG. 19 shows a “Japanese language work test” 304 for the instructor, and FIG. 20 shows a “Japanese language review sheet” 305 for the learner / instructor.

  The “Japanese language pretest” 301 for learners, the “Japanese language work test” 303 for learners, and the “Japanese language review sheet” 305 for learners shown in FIG. 16 to FIG. “Road”, “Like”, and “Noboru” are described as easy-to-be mistaken kanji 400 to call attention in these kanji problems.

  As shown in FIG. 16 and FIG. 20, unlike the other “Kanji problem” examples, the Kanji 400 that is likely to be mistaken for the “Kanji problem” has an “Foot mark mark” 60 as the “Language pretest” 301. And “Kanji language review sheet” 305 are given corresponding to easy-to-change Chinese characters 400, and “blank” 360 should call attention in “Language work test” 302 as shown in FIG. It is given corresponding to Kanji 400, which is easy to change.

  In the “Japanese language pretest” 301 shown in FIG. 16 and the “Japanese language review sheet” 305 shown in FIG. 20, a “footprint mark” 60 as a reminder mark is used to learn kanji for learners in the textbook MT in Japanese. When performing, it is given to a position where attention is to be drawn to the learner, for example, a position corresponding to a kanji 400 that is easily mistaken.

  The learner learns in consideration of the “footprint mark” 60 that is a reminder mark in the “Japanese language pretest” 301 of FIG. Can learn efficiently. Further, the learner finds a “footprint mark” 60 that is a reminder mark in the “Japanese language review sheet” 305 in FIG. During the review work, the learner can confirm the success or failure of the learning.

  From the standpoint of the leader, by attaching the “footprint mark” 60, which is an alerting mark, to an easily mistaken kanji 400, the drill DD shown in FIG. 15 and the test 300 are linked. Can be grasped in advance, and the instructor can instruct the learner.

  Also, by adding the “footprint mark” 60, which is a reminder mark, to the kanji 400 that is easy to be mistaken, it is possible to immediately grasp the establishment of the learning content that has been mastered. Ex-post guidance can be performed efficiently. Since the instructor can grasp the correlation between the instruction to the learner and the establishment of the learning content that is proficient, the instructor can lead to improvement of instruction to the learner.

  On the other hand, from the standpoint of the learner, learning outcomes can be visualized using the “footprint mark” 60 that is a reminder mark, which leads to improvement in learning motivation. The learner can visualize the results of the learning, which makes it easier to perform self-evaluation. In addition, the easy-to-change kanji 400 that has attracted attention includes the same “footprint” that is a mark of attention from the test 300 to the test 300 excluding only the “Japanese language work test” 303 that is the main test for learners. The mark “60” is commonly given. For this reason, the learner can learn while being aware of the “footprint mark” 60, which is a mark for alerting, so that the learner's degree of fixation of the learning content is improved.

  According to the instructor's instruction, the learner follows the drill DD shown in FIG. 15 with “repetitive kanji drill” MD, “writing type kanji drill” MM, “national language drill” MN, “national language formation print” MP, By using at least one of the “Japanese language pretest” 301, the “Japanese language work test” 303, and the “Japanese language review sheet” 305 of the test 300 for learning, The learner can visualize the image by using a “footprint mark” 60 that is a mark for alerting.

  The instructor can effectively educate the learner by instructing the learner while being aware of the “footprint mark” 60 that is a mark of attention, and the learner effectively learns by learning. Learning is possible, and the learner can obtain a sense of achievement in acquiring the learning content.

  As already explained, the “Japanese language work test” 304 for the instructor (teacher) is provided with a “footprint mark” 60 which is a reminder mark. The “Language Work Test” 303 is not provided with the “footprint mark” 60 that is a warning mark.

  As described above, if the “Language Work Test” 303 for learners is given a “footprint mark” 60 as a reminder mark, hints are given to the learner when answering. Because there is a risk of giving. The learner can confirm the success or failure of the learning by using the “Japanese language review sheet” 305 after performing the “Japanese language work test” 303.

  The instructor and the learner can grasp the link between the drills DD for proficiency and the tests 300 for evaluation through the “footprint mark” 60 which is a mark for alerting. Both instructors and learners can immediately grasp the establishment of the content they have mastered.

  FIG. 21 shows an example of the above-described national language drill class DD and test class 300, and an example of arithmetic drill class DM and test class 500, which are subjects different from the Japanese language.

  In elementary school arithmetic learning, in addition to teaching lessons using arithmetic textbooks ST, drills DM and tests 500 as auxiliary teaching materials are used as appropriate. The drills DM include a “repetition calculation drill” SD, a “write-type calculation drill” SM, an “arithmetic drill” SN, and an “arithmetic formation print” SP. The test class 500 includes “arithmetic pretests” 501 and 502, “arithmetic work tests” 503 and 504, and an “arithmetic review sheet” 505.

  The “repetition calculation drill” SD, “write-type calculation drill” SM, “arithmetic drill” SN, and “arithmetic formation print” SP shown in FIG. 21 are the “unit” of the learning content described in the arithmetic textbook ST. Are configured in accordance with the order.

  Similarly, “arithmetic pretest” 501, 502, “arithmetic work test” 503 and 504, and “arithmetic review sheet” 505 shown in FIG. 21 are “units” of learning contents described in the arithmetic textbook ST. Are configured in accordance with the order.

  The “repetition calculation drill” SD, “write-type calculation drill” SM, “arithmetic drill” SN, “arithmetic” for teachers (teachers) and learners (learners, children) shown in FIG. “Formation print” SP is provided with “footprint mark” 60 as a reminder mark shown in FIG.

  In addition, “footprint mark” 60 as a reminder mark is given to each problem of “math pretest” 501 and 502 and “arithmetic review sheet” 505 for instructors and learners. Yes.

  The “arithmetic work test” 504 for the instructor is provided with a “footprint mark” 60 as a reminder mark for a problem that is likely to be mistaken.

  However, a “blank portion” 360 as shown in FIG. 15 is provided for a problem that is likely to cause a mistake in the “arithmetic work test” 503 for learners. As a result, when the learner is taking the “arithmetic work test” 503, he / she notices the presence of the “footprint mark” and gives the learner some hint of an answer by the presence of the “footprint mark”. To prevent it.

  As described above, regardless of whether it is arithmetic or national language, drills and tests are provided with a “footprint mark” 60 for both teachers (teachers) and children (learners). ing. However, in the “Japanese language work test” 303 of the national language and the “math work test” 503 of the arithmetic, the “footprint mark” 60 is given only for the teacher (for the instructor), and for the child (for the learner). Is not provided with a “footprint mark” 60, but instead is provided with a “blank part” similar to the “blank part” 360 shown in FIG. Thus, the subject is not limited to Japanese, and may be arithmetic or other subjects.

  The test of the second embodiment of the present invention described above is a test for evaluating the learning content of the learner in correspondence with the drill or learning book for the learner to learn the learning content. The learning content and the learning content in the test corresponding to the learning content are commonly given the same attention-calling mark at a location for calling attention when learning.

  As a result, in this test, the same reminder mark is commonly assigned to the learning content in the drill or study book and the learning content in the test corresponding to the learning content at the location to call attention when learning. Has been. For this reason, when the learner takes the test, the learner can learn efficiently by learning while paying attention to the same attention-calling mark given to the portion for calling attention. In other words, it is possible to efficiently learn the learning content while alerting learners such as elementary school students about the learning content.

  The learner's test consists of a learner's work test for evaluating the learner's learning content, a learner's pretest for checking the learner's learning content before the work test, and a work test. Includes a review sheet for learners to be used in reworking the content of the work test after performing In the pre-test for learners and the review sheet for learners, the same alert mark is attached to the place to call attention, and the work test for learners The same reminder mark is not given.

  As a result, in the pretest and review sheet for the learner in the test for the learner, the same attention mark is attached to the part for calling attention. When taking a test or using a review sheet for learners, learning can be performed efficiently by learning with the same attention warning mark. Moreover, since the work test for learners does not have the same attention-calling mark at the points that call attention, it should not give a hint when the learner takes the work test for learners. On the other hand, it is helpful for the instructor to judge the effect of learning.

  In addition, a test for the instructor who teaches the learner includes a work test for the instructor to evaluate the learner's learning content, and a pre-test for the instructor who confirms the learner's learning content before the work test. Includes a review sheet for instructors who use the test and the work test after the work test is performed. In the pretest for the leader and the review sheet for the leader, the same warning mark is given to the place to call attention, and also in the work test for the leader, the place to call attention The same reminder mark is given.

  As a result, in the instructor test, the same precaution mark is given to the instructor's pretest and the review sheet at the location to call attention. When taking a test or using a learner's review sheet, the instructor learns efficiently for the learner by instructing the learner with the same attention mark. Can be made. In addition, the same alert mark is attached to the work test for the instructor at the location where the attention is drawn. Therefore, when the learner takes the work test for the learner, the instructor will receive the same alert. By confirming the mark, it becomes a reference for judging the effect of learning when the learner takes the work test.

  The present invention has been described with reference to the embodiments. However, each embodiment is an example, and the scope of the invention described in the claims can be variously modified without departing from the scope of the invention. .

  The study book according to the embodiment of the present invention is not limited to the above-described kanji drill notes in Japanese and arithmetic drill notes for arithmetic, but can be applied to other subjects such as science. In addition, the test of the embodiment of the present invention is not limited to the above-described test of Japanese language, but can be applied to other subjects such as arithmetic and science.

1 study book 10-13 unit 21, 22, 23, 24, 31, 32, 33, 34, 35, 41, 42, 43, 51, 52, 53 corner part 60 footprint mark (attention mark)
61 Auxiliary footprint mark (Auxiliary warning mark)
67 Date field (auxiliary field, date field)
68 Name field (auxiliary field)
300 Tests 301 “Japanese Language Pretest” for learners
302 “Japanese Language Pretest” for Teachers
303 "Language Work Test" for learners
304 “Language Work Test” for teachers
305 “Language review sheet” for learners and teachers
360 Blank 400 Easy-to-change Chinese characters (examples of problems you want to call attention)
500 Tests DD Drills DM Drills

In order to achieve the above object, the learning book according to claim 1 is a learning book for a learner to learn the learning content, and the learning content is a caution to call attention when learning A reminder mark is a part of the learning content that is common to other learning materials, and is given in common with the other learning materials to a point for alerting the learner when learning It is characterized by that.

In the learning book according to claim 1, the learning content has a reminder mark for calling attention at the time of learning, which is a part of the learning content common to other learning materials. Since it is given in common with other learning materials in the place to call attention to the learner, the learning content is You can learn efficiently.

The learning book according to claim 2 has an auxiliary warning mark as the warning mark, and the auxiliary warning mark alerts the learner when learning about the learning content. Therefore, it is provided at a position corresponding to a portion to which attention should be paid more reliably and finely in the portion of the warning mark given for this purpose .

In the study book according to claim 2, the reminder mark given to alert a learner when a learner such as an elementary school student or an instructor learns using an auxiliary reminder mark. Since it is possible to recognize the portion of the part to be alerted more reliably and finely, it is possible to efficiently learn the learning content while calling attention to the learning content.

The drill according to claim 3 is a drill for the learner to learn the learning content, and is a part of the learning content common to the learning book created based on the drill. a location for evoking the same caution marked the workbook and test sheets, characterized in that it is applied in common with the workbook.

The drill according to claim 3, in the position for the learner to alert when learning, the same caution marked workbook and test sheets have been granted in common with the workbook. Thereby, when a learner learns using a drill, the learning content can be efficiently learned while calling attention to the learning content.

Test sheet according to claim 4, learners and drills for learning learning content, in response to workbook that is created based on the drill, a test sheet to evaluate the learning contents of the learner In the learning content of the drill or the learning book and the learning content in the test sheet corresponding to the learning content, the same attention should be paid to the location for alerting the learner when learning. A test sheet characterized by a common arousing mark.

In the test sheet according to claim 4 , the learning content of the drill, the learning book created based on the drill, and the learning content in the test sheet corresponding to the learning content should be noted when learning. The same attention call mark is commonly given to the location for the call. For this reason, when taking a test, the learner learns efficiently by paying attention to the same alert mark given to the location for alerting the learner. Can do. In other words, it is possible to efficiently learn the learning content while alerting learners such as elementary school students about the learning content.

The test sheet for the learner according to claim 5 , wherein the test sheet for the learner includes a work test sheet for the learner for evaluating the learning content of the learner, and the work test sheet before the work test sheet. includes a pre-test sheet for the learner to make sure the learning contents of the learner, a review sheet for the learner to be used in the repair of the test sheet content of the work test sheet the work test sheet after implementation, the the review sheet for the pre-test sheet for the learner and the learner, the attention to the point of order to arouse are assigned, the same warning mark is common for the learner, the learner The work test sheet for use in the above is characterized in that the same alert mark is not assigned to the alert location.

In the test sheet according to claim 5 , the learner's pre-test sheet and the review sheet are commonly given the same attention-calling mark at the point for calling attention, so that the learner When taking a pretest for a learner or using a review sheet for a learner, it is possible to learn efficiently by learning with the same attention reminder mark. Moreover, since the same alert mark is not given to the location where the learner's work test sheet calls attention, it is necessary to give a hint when the learner takes the work test for the learner. On the other hand, it will be a reference for instructors to judge the effects of learning.

The test sheet according to claim 6 , wherein the test sheet for the instructor who instructs the learner includes the work test sheet for the instructor for evaluating the learning content of the learner, and the work test. and the pre-test sheet for the leaders to make sure the learning content of the learner in front of the seat, a review sheet for a leader to be used in the repair of the test contents of the work test sheet after carrying out the work test Including the pretest sheet for the instructor and the review sheet for the instructor, where the same alerting mark is commonly given to a location for alerting the learner , In the work test sheet for the instructor, the same alerting mark is given to the part that alerts the learner .

In the test sheet according to claim 6 , since the same precautionary mark is attached to the pretest sheet and the review sheet for the instructor in the portion for calling attention, the learner When taking a pre-test or when using a review sheet for learners, the instructor is conscious of the same warning symbol and is able to effectively learn from the learner by instructing the learner. You can learn. In addition, the same alert mark is commonly given to the work test sheet for the instructor at the location where the attention is drawn. By confirming the same warning mark, it will be a reference for judging the learning effect when the learner takes the work test.

Second Embodiment
FIG. 15 is a diagram showing a series of Kanji / Japanese documents including an embodiment of a test sheet (hereinafter also referred to simply as “test”) of the present invention. In the example shown in FIG. 15, the textbook example is a national language for elementary school students, and a textbook MT, a drill class DD, and a test class 300 are shown.

Claims (9)

It is a study book for learners to learn the learning content,
A learning book, wherein a reminder mark is attached to the learning content to attract attention when learning.   The auxiliary alerting mark is provided as the alerting mark, and the supplementary alerting mark is provided at a position corresponding to a part to be alerted for the learning content. The study book described in. It is a study book for learners to learn the learning content,
A learning book, wherein an auxiliary entry field is written outside the learning content entry field.   The learning book has a plurality of corner portions describing the learning contents, and a date entry column for entering a date is written in the corner portion as the auxiliary entry column. The study book according to claim 3.   5. The learning book according to claim 3, wherein a name field for entering a learner's name is written as the auxiliary entry field on the learning book page. A drill for learners to learn what they learn,
A drill characterized by having the same attention-calling marks as those used in study books and tests at points to call attention when learning. A test for evaluating the learner's learning content in response to a drill or study book for the learner to learn the learning content,
The learning content of the drill or the learning book and the learning content in the test corresponding to the learning content are commonly given the same attention-calling mark at a location for calling attention when learning. Test characterized by being. The test for the learner includes a work test for the learner for evaluating the learning content of the learner and the learner for confirming the learning content of the learner before the work test. Including a pre-test and a review sheet for the learner to be used in correcting the work content of the work test after the work test is performed,
The pre-test for the learner and the review sheet for the learner are provided with the same attention-calling mark at the location for calling attention,
The test according to claim 7, wherein in the work test for the learner, the same alert mark is not provided at a location where the alert is attracted. The test for the instructor who teaches the learner is a work test for the instructor for evaluating the learning content of the learner, and confirms the learning content of the learner before the work test. Including a pre-test for the instructor and a review sheet for the instructor to be used in correcting the test content of the work test after the work test is performed,
The pre-test for the instructor and the review sheet for the instructor are provided with the same alert symbol at the location for alerting,
9. The test according to claim 7, wherein the same attention-calling mark is also provided in the work-test for the instructor at a place where the attention is drawn.