JP2021085966A - Image forming method and image forming device - Google Patents

Abstract

To enable appropriate evaluation of students and teachers.SOLUTION: An image forming method is provided, comprising an editing step for editing lesson content according to results of a first test, and presenting step for presenting homework suitable for students according to results of a second test.SELECTED DRAWING: Figure 2

Description

The present invention relates to an image forming method and an image forming apparatus.

Conventionally, various educational support devices and systems have been provided for the purpose of providing a technique for realizing support for creating a problem with high learning efficiency by a simple operation. For example, a scanner can read the student's answer sheet and the answer sheet of the answer example, then score the score, adjust at least one of the question amount and the difficulty level based on the score, and edit the homework. It is disclosed.

However, in the above techniques, only the structure for editing homework is disclosed, and the structure of the lesson can be changed according to the proficiency level of the students, and the quality of the lesson can be improved for the teacher. There was a problem that feedback could not be given.

The present invention has been made in view of the above, and an object of the present invention is to give an appropriate evaluation to students and teachers.

In order to solve the above-mentioned problems and achieve the object, the present invention is an image forming method executed by an image forming apparatus, which includes an editing step of editing lesson contents based on the result of the first test. It is characterized by including a presentation process of presenting homework suitable for the student based on the result of the second test.

According to the present invention, it is possible to make an appropriate evaluation for students and teachers.

FIG. 1 is a schematic view of an image forming apparatus according to an embodiment. FIG. 2 is a diagram showing a configuration example of an image forming system according to the embodiment. FIG. 3 is a diagram showing a configuration example of the image forming apparatus according to the embodiment. FIG. 4 is a diagram showing an example of a problem database in the embodiment. FIG. 5 is a diagram showing a configuration example of the second information processing device according to the embodiment. FIG. 6 is a diagram showing an example of the student information storage unit according to the embodiment. FIG. 7 is a diagram showing an example of the teacher information storage unit in the embodiment. FIG. 8 is a flowchart showing an example of the flow of information processing regarding the student when the pre-test and the post-test in the embodiment are carried out. FIG. 9 is a flowchart showing an example of the flow of information processing regarding the teacher when the pre-test and the post-test in the embodiment are carried out. FIG. 10 is a flowchart showing an example of the flow of information processing regarding the student when the homework and the post-test in the embodiment are performed. FIG. 11 is a flowchart showing an example of the flow of information processing regarding the teacher when the homework and the post-test in the embodiment are performed. FIG. 12 is a block diagram showing a configuration example of hardware in the embodiment.

An embodiment of the image forming method according to the present invention will be described in detail below with reference to the accompanying drawings.

The image forming method of the embodiment includes an editing step of editing the lesson content based on the result of the first test and a presentation step of presenting homework suitable for the student based on the result of the second test. It is characterized by that.

Further, the image forming apparatus of the embodiment has a lesson content based on a reading unit that reads the printed matter, a determination unit that determines the correctness of the character string contained in the printed matter, and the result of the first test determined by the determination unit. It is characterized by having an editorial department for editing the text and a presentation department for presenting homework suitable for the student based on the result of the second test.

In the embodiment, an example in which the image forming apparatus of the present invention is applied to a multifunction device having at least two functions of a copy function, a printer function, a scanner function, and a facsimile function will be described. , Scanner device, facsimile device and other image forming devices can be applied to any of them.

Here, the printed matter may be any printed matter as long as it is printed on the transported object. The object to be transported here is, for example, paper, coated paper, thick paper, OHP (Overhead projector), plastic film, prepreg, copper foil, or the like.

Further, in the following, an example in which the image forming apparatus is used by a teacher who conducts a class or a test in an educational institution such as a school will be described. In addition, if there is no particular distinction between students and teachers, it may be referred to as a user.

[1. Outline of the present invention]
In the present invention, in order for the teacher to determine the content of the lesson, the first test (hereinafter, may be referred to as a pre-test) is carried out at the beginning of the lesson. Then, in the present invention, after the preliminary test is carried out, the answer sheet is scanned and automatic scoring is performed.

In addition, the teacher decides the lesson content according to the result of the correct answer rate of the preliminary test. Here, the present invention does not have to be limited to such a determination process, and the lesson content may be determined according to the result of the correct answer rate of the homework.

In addition, the present invention carries out a second test (hereinafter, may be referred to as a post-test) at the end of the lesson. Then, in the present invention, after the ex-post test is carried out, the answer sheet is scanned and automatic scoring is performed.

Further, the present invention evaluates the proficiency level of a student based on the information regarding the difference between the result of the pre-test and the result of the post-test of the student or the result of the post-test. Then, the present invention evaluates the lesson quality of the teacher according to the proficiency level of each student.

In addition, the present invention determines and provides homework suitable for each student's proficiency level based on the results of the ex-post test. In the present invention, the structure of the teacher's lesson content may be presented from the result of the ex-post test, and the homework may be determined according to the proficiency level of each student.

Hereinafter, embodiments of an image forming apparatus to which the present invention is applied will be described with reference to FIGS. 1 to 12.

[2. Schematic diagram of the image forming apparatus]
First, a schematic diagram of the image forming apparatus 100 according to the embodiment will be described with reference to FIG. FIG. 1 is a schematic view of an image forming apparatus according to an embodiment. In the example of FIG. 1, the image forming apparatus 100 is a teacher-integrated image forming apparatus 100. Further, in the example of FIG. 1, a schematic view of the front surface (teacher side), the back surface (student side), the left side surface, and the right side surface of the image forming apparatus 100 is shown.

An ADF (Automatic Document Feeder) M10, which is a support portion for positioning an answer sheet or the like at a reading position, and a printer M11 are provided on the front surface of the image forming apparatus 100.

Further, the back surface of the image forming apparatus 100 is the same back surface as a known teaching table. The top plate portion M12 can be freely used, such as placing teaching materials, etc., in the same manner as a known teaching table. Further, the left side surface and the right side surface of the image forming apparatus 100 are the left side surface and the right side surface similar to those of a known teaching table.

As described above, the teacher-integrated image forming apparatus 100 can provide the function of an MFP (Multifunction Peripheral / Product / Printer) that can be used as, for example, an image scanner or a facsimile in each classroom. In general, MFPs, laser printers, and the like are not introduced in classrooms, but are often introduced in staff rooms and the like. In this case, it was difficult for teachers to feel free to use the MFP during class. On the other hand, by using the teacher-integrated image forming apparatus 100, the teacher can easily access the ADFM10 or the printer M11 provided in the teacher-integrated image forming apparatus 100, and thus teaches the ADFM10 or the printer M11. It can be used flexibly according to the degree of progress of.

[3. Image formation system configuration]
Next, a configuration example of the image forming system according to the embodiment will be described with reference to FIG. FIG. 2 is a diagram showing a configuration example of the image forming system 1 according to the embodiment. As shown in FIG. 2, the image forming system 1 includes an image forming apparatus 100, a first information processing apparatus 200, and a second information processing apparatus 300. The image forming apparatus 100, the first information processing apparatus 200, and the second information processing apparatus 300 are communicably connected via the network N by wire or wirelessly. The image forming system 1 shown in FIG. 2 may include a plurality of image forming devices 100, a plurality of first information processing devices 200, and a plurality of second information processing devices 300.

The image forming apparatus 100 in the embodiment reads the printed matter and determines whether the character string included in the printed matter is correct or incorrect. Then, the image forming apparatus 100 edits the lesson contents for the teacher based on the result of the determined pre-test. Then, the image forming apparatus 100 presents homework suitable for the student based on the result of the post-test.

The first information processing device 200 in the embodiment is a terminal device used by the user. For example, the first information processing device 200 is a desktop PC (Personal Computer), a notebook PC, a tablet terminal, a mobile phone, a PDA (Personal Digital Assistant), or the like. For example, the first information processing device 200 is a terminal device used by students during class. Further, the first information processing apparatus 200 prints a test for each unit, scores a test for each unit, and the like according to an operation by the teacher.

The second information processing device 300 in the embodiment is an information processing device that manages and provides information about the student and information about the teacher, and is, for example, a server or the like. For example, the second information processing device 300 provides a student proficiency status and a teacher's lesson quality.

[4. Configuration of image forming apparatus]
Next, a configuration example of the image forming apparatus 100 according to the embodiment will be described with reference to FIG. FIG. 3 is a diagram showing a configuration example of the image forming apparatus according to the embodiment. The image forming apparatus 100 includes a control unit 110, an image reading unit 120, an image forming unit 130, a storage unit 140, a communication interface unit (I / F) 150, and an ADF 160.

(About control unit 110)
The control unit 110 is a controller, and for example, various programs stored in a storage device inside the image forming apparatus 100 by a CPU (Central Processing Unit), an MPU (Micro Processing Unit), or the like use a RAM (Random Access Memory). It is realized by being executed as a work area.

Further, the control unit 110 is a controller, and is realized by, for example, an integrated circuit such as an ASIC (Application Specific Integrated Circuit) or an FPGA (Field Programmable Gate Array).

The control unit 110 has an OCR (Optical Character Recognition) processing unit 111, a scoring processing unit 112, and a problem editing unit 113, and realizes or executes an information processing function or operation described below. The internal configuration of the control unit 110 is not limited to the configuration shown in FIG. 3, and may be another configuration as long as it is a configuration for performing information processing described later. Further, the connection relationship of each processing unit included in the control unit 110 is not limited to the connection relationship shown in FIG. 3, and may be another connection relationship.

(About OCR processing unit 111)
The OCR processing unit 111 recognizes the character string included in the image and converts it into a predetermined file format. For example, the OCR processing unit 111 recognizes the character string included in the answer sheet of the answer example and the image of the answer sheet of the student and converts it into a text file.

(About the scoring unit 112)
The scoring unit 112 (an example of the determination unit) executes the scoring process. Specifically, the scoring processing unit 112 determines whether the character string included in the printed matter is correct or incorrect. For example, the scoring processing unit 112 acquires the answer information from the text file associated with the answer sheet of the answer example converted by the OCR processing unit 111. Then, the scoring processing unit 112 executes the scoring process by referring to the answer information and determining whether or not the correct answer is written on the student's answer sheet. In this way, the scoring processing unit 112 totals the scoring results for each student's answer sheet.

(About problem editorial department 113)
The question editorial unit 113 (an example of the editorial department) selects and edits various questions. Specifically, the question editing unit 113 edits the lesson content based on the result of the preliminary test determined by the scoring processing unit 112.

For example, when the proportion of students whose pre-test is less than a predetermined threshold is greater than or equal to a predetermined threshold, the question editing unit 113 edits the lesson content to include a part where the student's proficiency is insufficient. On the other hand, the question editing unit 113 does not edit the lesson content when the proportion of students whose pre-test is equal to or higher than a predetermined threshold is equal to or higher than a predetermined threshold.

Specifically, the question editorial unit 113 selects a question with a high degree of difficulty when the correct answer rate is equal to or higher than a predetermined threshold value. On the other hand, the question editorial unit 113 selects a question with a low degree of difficulty when the correct answer rate is less than a predetermined threshold value. The problem editing unit 113 is not limited to adopting one predetermined threshold value, and by adopting a large number of predetermined threshold values, a plurality of problems having different difficulty levels may be selected.

For example, it is assumed that the difficulty level of the problem is indicated by 1 to 5 levels of difficulty. In this case, the question editorial unit 113 selects a question of difficulty level 5 when the correct answer rate is 80% or more. Further, the question editorial unit 113 selects a question of difficulty level 4 when the correct answer rate is 60% or more and less than 80%. Further, the question editorial unit 113 selects a question of difficulty level 3 when the correct answer rate is 40% or more and less than 60%. Further, the question editorial unit 113 selects a question of difficulty level 3 when the correct answer rate is 20% or more and less than 40%. Further, the question editorial unit 113 selects a question of difficulty level 1 when the correct answer rate is less than 20%.

In addition, the problem editing unit 113 executes editing processing for various problems. Specifically, the question editorial unit 113 presents to the teacher a plurality of questions whose difficulty levels are set according to the correct answer rate. Then, the question editing unit 113 edits an appropriate question from the presented questions by accepting an operation by the teacher.

The problem editing unit 113 is not limited to the above example. For example, the question editorial unit 113 creates a test based on the questions for the past three years randomly selected from the predetermined database when the questions for the past three years are specified as the predetermined period. May be good.

Further, the question editorial unit 113 may select a question with a high degree of difficulty as homework when the correct answer rate is equal to or higher than a predetermined threshold value. On the other hand, the question editorial unit 113 may select a question with a low degree of difficulty as homework when the correct answer rate is less than a predetermined threshold value.

For example, it is assumed that the difficulty level of the problem is indicated by 1 to 5 levels of difficulty. In this case, the question editorial unit 113 may select a question of difficulty level 3 as homework when the correct answer rate is 30% or more and less than 50%. Further, the question editorial unit 113 may select a question of difficulty level 2 as homework when the correct answer rate is 10% or more and less than 30%. Further, the question editorial unit 113 may select a question of difficulty level 1 as homework when the correct answer rate is less than 10%.

In addition, the question editorial unit 113 may decide whether or not to perform the post-test based on the pre-test or the lesson content. For example, the question editorial unit 113 determines that the post-test is to be performed when the proportion of students whose pre-test is below the predetermined threshold is greater than or equal to the predetermined threshold. On the other hand, the question editorial unit 113 may decide not to perform the post-test when the proportion of students whose pre-test is equal to or higher than the predetermined threshold is equal to or higher than the predetermined threshold.

For example, regarding the content of the lesson, at the end of the lesson, the students shall be asked to take a questionnaire to evaluate the degree of understanding on a scale of 1 to 5. In this case, the question editorial unit 113 determines that the post-test is performed when the proportion of students whose comprehension level is less than the predetermined threshold value is equal to or higher than the predetermined threshold value. On the other hand, the question editorial unit 113 may decide not to perform the post-test when the proportion of students whose comprehension level is equal to or higher than a predetermined threshold value is equal to or higher than a predetermined threshold value.

In addition, the question editorial department 113 determines the content of the post-test based on the pre-test or the class content. For example, the question editorial unit 113 determines the content of the post-test as the content including the part where the student's proficiency is insufficient when the ratio of the students whose pre-test is less than the predetermined threshold is equal to or higher than the predetermined threshold. .. On the other hand, the question editorial unit 113 may decide not to change the content of the post-test when the proportion of students whose pre-test is equal to or higher than the predetermined threshold is equal to or higher than the predetermined threshold.

For example, regarding the content of the lesson, at the end of the lesson, the students shall be asked to take a questionnaire to evaluate the degree of understanding on a scale of 1 to 5. In this case, the question editorial unit 113 determines the content of the post-test as the content including the part where the student's proficiency is insufficient when the ratio of the students whose comprehension level is less than the predetermined threshold value is equal to or higher than the predetermined threshold value. To do. On the other hand, the question editorial unit 113 may decide not to change the content of the post-test when the proportion of students whose comprehension level is equal to or higher than a predetermined threshold value is equal to or higher than a predetermined threshold value.

(About the image reader 120)
The image reading unit 120 (an example of the reading unit) reads a printed matter. For example, the image reading unit 120 reads the answer sheet of the answer example set by the teacher and the answer sheet of the student.

(About image forming unit 130)
The image forming unit 130 (an example of the presenting unit) executes various processes. Specifically, the image forming unit 130 presents homework suitable for the student based on the result of the post-test.

The embodiment is not limited to the above example. Specifically, the image forming unit 130 evaluates the proficiency level of the student based on the results of the pre-test and the post-test. Then, the image forming unit 130 may evaluate the lesson quality of the teacher based on the proficiency level of the student.

For example, the image forming unit 130 may evaluate the proficiency level of the student based on the comparison of the results of the pre-test and the post-test. For example, it is assumed that the proficiency level is indicated by 1 to 5 levels of proficiency level. In this case, the image forming unit 130 may evaluate the student's proficiency level as proficiency level 5 when the post-test score and the pre-test score are equal to or higher than a predetermined threshold value. Further, the image forming unit 130 may evaluate the proficiency level of the student as proficiency level 1 when the score of the post-test and the score of the pre-test are less than a predetermined threshold value.

Further, the image forming unit 130 may evaluate that the student's proficiency level is high when the score of the pre-test is lower than the score of the post-test. Further, the image forming unit 130 may evaluate that the student's proficiency level is low when the score of the pre-test is higher than the score of the post-test.

For example, the image forming unit 130 may determine the proficiency level 3 that the student wants the students to master in the lesson based on the result of the preliminary test. Then, the image forming unit 130 evaluates that the lesson quality is high when the ratio of the students having the proficiency level 3 is equal to or higher than a predetermined threshold value based on the result of the ex-post test. On the other hand, the image forming unit 130 may evaluate that the lesson quality is low when the proportion of students having a proficiency level of 3 is less than a predetermined threshold value based on the result of the ex-post test.

In addition, the image forming unit 130 may present the evaluation of the lesson quality to the teacher after the ex-post test is performed. In addition, the image forming unit 130 may present information to the teacher about the part where the student's proficiency is insufficient.

Further, the image forming unit 130 may print various printed matter. For example, the image forming unit 130 may print an answer sheet to the students. For example, the image forming unit 130 prints homework including questions created for each student.

(About storage unit 140)
The storage unit 140 is realized by, for example, a semiconductor memory element such as a RAM or a flash memory, or a storage device such as a hard disk or an optical disk. The storage unit 140 has a problem database (DB) 141.

(About problem database 141)
The problem database 141 in the embodiment stores information about the problem. Here, FIG. 4 shows an example of the problem database 141 in the embodiment. In the example shown in FIG. 4, the question database 141 has items such as "question ID", "subject", "difficulty", and "test".

The "problem ID" is an identifier that identifies the problem. The "subject" is information about the subject associated with the "problem ID". The "difficulty level" is information on the difficulty level associated with the "problem ID". For example, the difficulty level is divided into 1 to 5 stages. The "test" is information about the problem associated with the "problem ID".

For example, in FIG. 4, "Q1" identified by the question ID has a subject of "mathematics", a difficulty level of "4", and a test of "TE1". In the example shown in FIG. 4, although it is represented by an abstract code such as TE1, it may be information about a specific file format or the like.

(About communication interface unit 150)
The communication interface unit 150 is realized by, for example, a NIC (Network Interface Card) or the like. Then, the communication interface unit 150 is connected to the network by wire or wirelessly, and transmits / receives information between the first information processing device 200 and the second information processing device 300.

(About ADF160)
The ADF160 is a support unit that positions an answer sheet or the like for reading an image at a reading position. For example, the teacher sets the answer sheet of the answer example and the answer sheet of the student on the ADF160.

[5. Configuration of the second information processing device]
Next, the configuration of the second information processing apparatus 300 in the embodiment will be described with reference to FIG. FIG. 4 is a diagram showing a configuration example of the second information processing device 300 according to the embodiment. As shown in FIG. 4, the second information processing device 300 includes a communication unit 310, a storage unit 320, and a control unit 330.

(About communication unit 310)
The communication unit 310 is realized by, for example, a NIC or the like. Then, the communication unit 310 is connected to the network by wire or wirelessly, and transmits / receives information between the image forming apparatus 100 and the first information processing apparatus 200.

(About storage 320)
The storage unit 320 is realized by, for example, a semiconductor memory element such as a RAM or a flash memory, or a storage device such as a hard disk or an optical disk. The storage unit 320 has a student information storage unit 321 and a teacher information storage unit 322.

(About Student Information Memory Department 321)
The student information storage unit 321 in the embodiment stores information about the student. Here, FIG. 6 shows an example of the student information storage unit 321 according to the embodiment. In the example shown in FIG. 6, the student information storage unit 321 has items such as "student ID", "problem ID", "score", and "proficiency level".

The "student ID" is an identifier that identifies a student. The "question ID" is an identifier that identifies the question associated with the "student ID". The "score" is information about the score corresponding to each question associated with the "student ID". The "proficiency level" is information on the proficiency level corresponding to each problem associated with the "student ID".

For example, in FIG. 6, “ST1” identified by the student ID has a problem of “TE1”, a score of “90”, and a proficiency level of “PR1”. In the example shown in FIG. 6, although it is represented by an abstract code such as PR1, it may be information on a specific file format, numerical values, or the like.

(About teacher information storage unit 322)
The teacher information storage unit 322 in the embodiment stores information about the teacher. Here, FIG. 7 shows an example of the teacher information storage unit 322 according to the embodiment. In the example shown in FIG. 7, the teacher information storage unit 322 has items such as "teacher ID", "subject", and "class quality".

The "teacher ID" is an identifier that identifies the teacher. The "subject" is information about the subject associated with the "teacher ID". The "class quality" is information related to the class quality associated with the "teacher ID".

For example, in FIG. 7, “T1” identified by the teacher ID has a subject of “mathematics” and a lesson quality of “QUA1”. In the example shown in FIG. 7, it is represented by an abstract code such as QUA1, but it may be information on a specific file format, numerical values, or the like.

(About control unit 330)
The control unit 330 is a controller, and is realized by, for example, a CPU or the like executing various programs stored in a storage device inside the second information processing device 300 using the RAM as a work area. Further, the control unit 330 is a controller, and is realized by, for example, an integrated circuit such as an ASIC or FPGA.

[6. Processing procedure (1) Information processing about students when pre-test and post-test are performed]
Next, with reference to FIG. 8, the procedure of information processing regarding the student when the pre-test and the post-test in the embodiment are carried out will be described. FIG. 8 is a flowchart showing an example of the flow of information processing regarding the student when the pre-test and the post-test in the embodiment are carried out.

As shown in FIG. 8, the image forming apparatus 100 performs automatic scoring after performing the preliminary test, and transmits the student information to the second information processing apparatus (step S101). For example, the image forming apparatus 100 automatically scores the pre-test when the teacher conducts the pre-test at the start of the lesson. Then, the image forming apparatus 100 transmits the scoring result of the preliminary test to the second information processing apparatus as the student information. In addition, the image forming apparatus 100 presents to the teacher "a part where the student's proficiency level is low and a part which should be emphasized in this lesson" based on the result of the preliminary test.

Then, the image forming apparatus 100 performs automatic scoring after the ex-post test is performed, and transmits the student information to the second information processing apparatus (step S102). For example, the image forming apparatus 100 automatically scores the post-test when the teacher conducts the post-test at the end of the lesson. Then, the image forming apparatus 100 transmits the scoring result of the ex post facto test to the second information processing apparatus as the student information.

Then, the image forming apparatus 100 presents homework suitable for each student based on the ex post facto test result (step S103). For example, the image forming apparatus 100 presents the student with homework suitable for each student based on the comparison of the results of the pre-test and the post-test. As a result, the image forming apparatus 100 can increase the degree of fixation of learning to the students by presenting appropriate homework for each student based on the comparison of the results of the pre-test and the post-test.

[7. Processing procedure (2) Information processing regarding teachers when pre-test and post-test are performed]
Next, with reference to FIG. 9, the procedure of information processing regarding the teacher when the pre-test and the post-test in the embodiment are carried out will be described. FIG. 9 is a flowchart showing an example of the flow of information processing regarding the teacher when the pre-test and the post-test in the embodiment are carried out.

Since steps S201 and S202 shown in FIG. 9 are the same processes as steps S101 and S102, description thereof will be omitted. Then, the image forming apparatus 100 evaluates the proficiency level of the student based on the ex post facto test result (step S203).

For example, the image forming apparatus 100 evaluates the proficiency level of a student based on the comparison of the results of the pre-test and the post-test. For example, it is assumed that the proficiency level is indicated by 1 to 5 levels of proficiency level. In this case, the image forming apparatus 100 evaluates the student's proficiency level as proficiency level 5 when the post-test score and the pre-test score are equal to or higher than a predetermined threshold value. Further, the image forming apparatus 100 evaluates the proficiency level of the student as proficiency level 1 when the score of the post-test and the score of the pre-test are less than a predetermined threshold value.

Further, the image forming apparatus 100 evaluates that the student's proficiency level is high when the score of the pre-test is lower than the score of the post-test. Further, the image forming apparatus 100 evaluates that the student's proficiency level is low when the score of the pre-test is higher than the score of the post-test. Thereby, the image forming apparatus 100 can appropriately evaluate the proficiency level of the student based on the comparison of the results of the pre-test and the post-test.

Then, the image forming apparatus 100 feeds back the lesson quality of the teacher based on the proficiency level of the student (step S204). For example, the image forming apparatus 100 feeds back the lesson quality of the teacher based on the amount of change in the proficiency level of the student.

For example, the image forming apparatus 100 determines the proficiency level 3 that the student wants the students to master in the lesson based on the result of the preliminary test. Then, the image forming apparatus 100 evaluates that the lesson quality is high when the ratio of the students having the proficiency level 3 is equal to or more than a predetermined threshold value based on the result of the ex-post test. On the other hand, the image forming apparatus 100 evaluates that the lesson quality is low when the ratio of the students having the proficiency level 3 is less than a predetermined threshold value based on the result of the ex-post test.

Further, the image forming apparatus 100 presents the evaluation of the lesson quality to the teacher after the ex-post test is performed. In addition, the image forming apparatus 100 presents information to the teacher about the part where the student's proficiency is insufficient. In this way, the image forming apparatus 100 can appropriately evaluate the student and the teacher, and thus can provide useful information to both the student and the teacher.

[8. Processing procedure (3) Information processing about students when homework and post-test are performed]
Next, with reference to FIG. 10, the procedure of information processing regarding the student when the homework and the post-test in the embodiment are carried out will be described. FIG. 10 is a flowchart showing an example of the flow of information processing regarding the student when the homework and the post-test in the embodiment are performed.

As shown in FIG. 10, the image forming apparatus 100 automatically scores homework and transmits the student information to the second information processing apparatus (step S301). Then, the image forming apparatus 100 performs automatic scoring after the ex-post test is performed, and transmits the student information to the second information processing apparatus (step S302). Then, the image forming apparatus 100 presents homework suitable for each student based on the homework result and the result of the post-test (step S303).

[9. Processing procedure (4) Information processing about the teacher when homework and post-test are performed]
Next, with reference to FIG. 11, the procedure of information processing regarding the teacher when the homework and the post-test in the embodiment are carried out will be described. FIG. 11 is a flowchart showing an example of the flow of information processing regarding the teacher when the homework and the post-test in the embodiment are performed.

Since steps S401 and S402 shown in FIG. 11 are the same processes as steps S301 and S302, description thereof will be omitted. Then, the image forming apparatus 100 evaluates the proficiency level of the student based on the homework result and the post-test test result (step S403). Then, the image forming apparatus 100 feeds back the lesson quality of the teacher based on the proficiency level of the student (step S404).

[10. Hardware configuration]
FIG. 12 is a block diagram showing a hardware configuration according to an embodiment. As shown in this figure, the image forming apparatus 100 has a configuration in which a controller 10 and an engine unit (Engine) 60 are connected by a PCI (Peripheral Component Interface) bus. The controller 10 is a controller that controls the entire image forming apparatus 100, and controls drawing, communication, and input from an operation unit (not shown). The engine unit 60 is a printer engine or the like that can be connected to a PCI bus, and is, for example, a black-and-white plotter, a 1-drum color plotter, a 4-drum color plotter, a scanner, or a fax unit. The engine unit 60 includes an image processing portion such as error diffusion and gamma conversion in addition to a so-called engine portion such as a plotter.

The controller 10 includes a CPU 11, a north bridge (NB) 13, a system memory (MEM-P) 12, a south bridge (SB) 14, a local memory (MEM-C) 17, and an ASIC (Accelerated Graphic Integrated Circuit). It has a hard disk drive (HDD) 18 and a hard disk drive (HDD) 18, and the north bridge (NB) 13 and the ASIC 16 are connected by an AGP (Accelerated Graphics Port) bus 15. Further, the MEM-P12 further includes a ROM (Read Only Memory) 12a and a RAM (Random Access Memory) 12b.

The CPU 11 controls the entire image forming apparatus 100, has a chipset including NB13, MEM-P12, and SB14, and is connected to other devices via this chipset.

The NB 13 is a bridge for connecting the CPU 11 to the MEM-P12, SB14, and AGP15, and has a memory controller that controls reading and writing to the MEM-P12, a PCI master, and an AGP target.

The MEM-P12 is a system memory used as a memory for storing programs and data, a memory for expanding programs and data, a memory for drawing a printer, and the like, and includes a ROM 12a and a RAM 12b. The ROM 12a is a read-only memory used as a memory for storing programs and data, and the RAM 12b is a writeable and readable memory used as a memory for expanding programs and data, a memory for drawing a printer, and the like.

The SB14 is a bridge for connecting the NB13 to a PCI device and peripheral devices. The SB 14 is connected to the NB 13 via a PCI bus, and a network interface (I / F) unit and the like are also connected to the PCI bus.

The ASIC 16 is an IC (Integrated Circuit) for image processing applications having hardware elements for image processing, and has a role of a bridge connecting the AGP 15, the PCI bus, the HDD 18 and the MEM-C17, respectively. The ASIC 16 includes a PCI target and an AGP master, an arbiter (ARB) that forms the core of the ASIC 16, a memory controller that controls the MEM-C17, and a plurality of DMACs (Direct Memory) that rotate image data by hardware logic or the like. It is composed of an Access Controller) and a PCI unit that transfers data between the engine unit 60 and the engine unit 60 via the PCI bus. The ASIC 16 is connected to an FCU (Facsimile Control Unit) 30, a USB (Universal Serial Bus) 40, and an IEEE 1394 (the Institute of Electrical and Electrical Unit) interface via a PCI bus. The operation display unit 20 is directly connected to the ASIC 16.

The MEM-C17 is a local memory used as a copy image buffer and a code buffer, and the HDD (Hard Disk Drive) 18 is a storage for accumulating image data, programs, font data, and forms. Is.

The AGP15 is a bus interface for a graphics accelerator card proposed to speed up graphics processing, and speeds up the graphics accelerator card by directly accessing the MEM-P12 with high throughput. ..

[11. Others]
Further, among the processes described in the above-described embodiments and modifications, all or part of the processes described as being automatically performed can be manually performed, or the processes described as being manually performed. It is also possible to automatically perform all or part of the processed processing by a known method. In addition, the processing procedure, specific name, and information including various data and parameters shown in the above document and drawings can be arbitrarily changed unless otherwise specified. For example, the various information shown in each figure is not limited to the illustrated information.

Further, each component of each of the illustrated devices is a functional concept, and does not necessarily have to be physically configured as shown in the figure. That is, the specific form of distribution / integration of each device is not limited to the one shown in the figure, and all or part of the device is functionally or physically distributed / physically in arbitrary units according to various loads and usage conditions. Can be integrated and configured.

Further, the above-described embodiments and modifications can be appropriately combined as long as the processing contents do not contradict each other.

Further, the above-mentioned "section, module, unit" can be read as "process", "means", "circuit" and the like. For example, the presentation unit can be read as a presentation process, a presentation means, or a presentation circuit.

Further, the above-described embodiment of the present invention does not limit the scope of the invention, but is merely an example included in the scope of the invention. An embodiment of the present invention is modified, omitted, and at least a part of a specific use, structure, shape, action, and effect with respect to the above-described embodiment without departing from the gist of the invention. It may be an addition.

N network 1 image formation system 100 image formation device 110 control unit 111 OCR processing unit 112 scoring processing unit 113 problem editing unit 120 image reading unit 130 image forming unit 140 storage unit 141 problem database 150 communication interface unit 160 ADF
200 First information processing device 300 Second information processing device 310 Communication unit 320 Storage unit 321 Student information storage unit 322 Teacher information storage unit 330 Control unit

Japanese Unexamined Patent Publication No. 2018-106082

Claims (6)

An image forming method performed by an image forming apparatus.
The editing process to edit the lesson content based on the result of the first test,
An image forming method comprising a presentation step of presenting homework suitable for a student based on the result of a second test. The editing step determines whether or not to perform the second test based on the first test or lesson content.
The image forming method according to claim 1, wherein the image is formed. The editing step determines the second test content based on the first test or lesson content.
The image forming method according to claim 1 or 2, wherein the image is formed. The presentation step evaluates the student's proficiency level based on the results of the first test and the second test.
The image forming method according to claim 1, wherein the image is formed. The presentation step is
Evaluate the teacher's lesson quality based on the student's proficiency level,
The image forming method according to claim 3, wherein the image is formed. A reader that reads printed matter,
A determination unit that determines the correctness of the character string contained in the printed matter, and
An editorial department that edits the lesson content based on the result of the first test judged by the judgment unit, and
An image forming apparatus including a presentation unit that presents homework suitable for a student based on the result of a second test.

Images