JP2023134230A - Lesson simulation tool creation program - Google Patents

Abstract

To provide a lesson simulation tool creation program that allows how to make a lesson fun and easily understandable to be shared and improves work environments by increasing the effect of learning of students and increasing the efficiency of preparation for lessons of teachers.SOLUTION: In a lesson simulation tool creation program, in order to create a lesson simulation tool which displays a first region for displaying the content written on a blackboard and a second region for displaying a speech text along the time series in the screen of a display terminal, there are the step S5 for receiving an entry of a speech text by a teacher in an arbitrary scene included in a plurality of scenes, the step S10 for receiving an entry of a speech text by a student corresponding to the speech text by the teacher, and the step S28 for receiving the specification of the content written on the blackboard corresponding to the speech text from the student.SELECTED DRAWING: Figure 20

Description

The present invention relates to a lesson simulation tool creation program.

BACKGROUND ART Conventionally, systems that support teachers in creating lesson plans have been known (for example, see Patent Document 1). FIG. 2 and paragraphs [0033] to [0036] of Patent Document 1 describe a lesson plan planning support system that includes a planning database 100, a lesson plan database 200, and a lesson plan creation unit 12.

JP 2016-48519 Publication

The above-mentioned conventional lesson plan planning support system manages lesson plans and progress on a weekly or semester basis according to predetermined annual goals and timetables, and is capable of managing lesson plans and progress on a weekly or semester basis. It is not meant to be shared. On the other hand, a survey in Japan found that the percentage of students who answered that ``learning is interesting'' was the lowest among the surveyed countries, and it is important that all teachers be able to provide fun classes that stimulate intellectual curiosity. Although this is desirable, teachers often do not have enough time to devise ways to teach classes because their duties are diverse. Therefore, there is a strong need for technology that allows students and teachers across the country to share examples of how to conduct classes that are fun and easy to understand, with as little effort as possible.

An object of the present invention is to provide a lesson simulation tool creation program that shares fun and easy-to-understand teaching methods, improves the learning effects of students, and improves the working environment by making teacher preparation more efficient.

In order to achieve the above object, the present invention provides blackboard content that is added to by the teacher for each scene in response to the transition of multiple scenes of the lesson, against the background of a blackboard image that is fixedly displayed in a predetermined range. a first area in which the teacher's utterance text and the student's utterance text, which are expressed in an interactive format, are displayed in chronological order in response to changes in the plurality of scenes. A class simulation tool creation program for creating a class simulation tool that simulates a class scene by displaying a second area that is scrolled and displayed on the screen of a display terminal, the program comprising a display section, an operation section. , a storage unit, and a calculation unit, the first part receives, via the operation unit, an input of an utterance text by the teacher in any one scene included in the plurality of scenes. a second process of accepting, via the operating unit, an input text uttered by the student that corresponds to the text uttered by the teacher in the arbitrary one scene; a third process that receives the specification of the content written on the board corresponding to the utterance text by the student in one scene; and at least the first process, the The present invention is characterized in that it is a class simulation tool creation program for executing a second process and a fourth process of forming the class simulation tool by executing a set of the third process.

In the present invention, one lesson is divided into a plurality of scenes according to the flow, and for each scene, the teacher makes an utterance, then the student makes an utterance in response, and then the teacher writes on the board. You can shape the story.

That is, when the class simulation tool creation program of the present invention is executed on the creation terminal, first, in a first process, an input of text representing the content of the teacher's utterance in an arbitrary scene is accepted. This allows the creator to set the content of the lines that the teacher asks and utters to the students as desired in that scene.

Thereafter, in a second process, input of text representing the content of the student's utterance in the above-mentioned scene is accepted. This allows the creator to set the contents of the lines uttered by the student in response to the teacher's lines as desired.

Thereafter, in a third process, a designation of the content to be written on the blackboard by the teacher in response to the student's utterance in the above scene is accepted. Thereby, the creator can set as desired the content that the teacher takes chalk and writes on the blackboard in response to the student's lines.

Then, in the subsequent fourth process, a set including the first process, second process, and third process described above is executed for each scene, thereby forming a lesson simulation tool.

As a result of the above, the creator created the following information: the teacher's utterance → student's utterance → the teacher's writing on the board in each scene that changes in chronological order, such as the first scene → second scene →... → last scene. By setting each content as desired, the teacher can easily formulate the lesson content of the story that he or she intends in a manner that can be easily viewed by other teachers. In this way, teachers from all over the country create lesson content for various stories and watch them together, allowing students and teachers from all over the country to share fun and easy-to-understand teaching methods, and improve student learning effectiveness. It is possible to improve the working environment by increasing the efficiency of teachers' preparation for classes.

According to the present invention, fun and easy-to-understand teaching methods are shared, improving the learning effects of students and improving the working environment by making teachers more efficient in preparing lessons.

FIG. 2 is a diagram illustrating an example of a class scene using a class simulation tool, displayed on a screen of a display terminal according to an embodiment. FIG. 3 is a diagram illustrating a reproduction procedure of a lesson simulation tool. FIG. 3 is a diagram illustrating a reproduction procedure of a lesson simulation tool. FIG. 3 is a diagram illustrating a reproduction procedure of a lesson simulation tool. FIG. 3 is a diagram illustrating a reproduction procedure of a lesson simulation tool. 1 is a system configuration diagram of a lesson simulation tool system. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. FIG. 2 is a diagram illustrating a procedure for creating a lesson simulation tool. It is a flowchart of each process which a calculation part performs in a creation procedure. FIG. 3 is a diagram illustrating a procedure for posting a lesson simulation tool. FIG. 3 is a diagram illustrating a procedure for posting a lesson simulation tool. FIG. 3 is a diagram illustrating a procedure for posting a lesson simulation tool. FIG. 3 is a diagram illustrating a procedure for posting a lesson simulation tool. It is a flowchart of each process which a calculation part performs in a posting procedure. FIG. 2 is a diagram illustrating a search procedure for a lesson simulation tool. It is a flowchart of each process which a calculation part performs in a search procedure.

Hereinafter, one embodiment of the present invention will be described with reference to the drawings. The present embodiment relates to a class simulation tool creation program for creating a class simulation tool that displays a class scene in a simulated manner on the screen 2 of a display terminal 1 such as a smartphone.

<Example of use on display terminal>
An example of a simulated class scene displayed on the screen 2 of the display terminal 1 in FIG. 1 using the class simulation tool is shown. The display terminal 1 is, for example, a smartphone. The directions shown in FIG. 1 are the up-down direction, left-right direction, and front-back direction when the display terminal 1 is placed flat on the ground (not shown) and viewed by the user from above perpendicular to the ground, and these directions are orthogonal to each other.

In this example, a lesson scene is displayed with the long sides of the screen 2 parallel to the left and right directions. On the front side of the screen 2, a first area 3 whose background is a blackboard image indicated by a predetermined black area is displayed. On the rear side of the screen 2, a second area 4 is displayed in which the teacher's utterance text 8 and the student's utterance text 10 are displayed in chronological order. On the right side of the second area 4, a plurality of icons 5 of students are displayed that simulate the presence of students in an actual classroom scene.

At the right end of the screen 2, operation buttons 6 used when reproducing the lesson simulation tool are arranged. Each time the operation button 6a is pressed, one text uttered by the teacher or student appears. Each time the operation button 6b is pressed, one utterance text is erased (returns to the previous state). The operation button 6c moves the content of the uttered text to the next subject. The operation button 6d moves the content of the uttered text to the previous subject. The operation button 6e displays a table of contents of all subjects recorded in the lesson simulation tool, and allows the user to select a subject to be reproduced.

<Playing the lesson simulation tool>
The procedure for reproducing the lesson simulation tool will be explained with reference to FIGS. 2 to 5.

When the operation button 6a is pressed once in the state shown in FIG. 1, the theme text 7a "Know your destination" appears and is displayed in the second area as shown in FIG. 2(a). This theme text 7a is an example of a theme that is displayed as a title at the beginning of each scene in the lesson scene, and is not actually spoken or written on the blackboard.

Further, when the operation button 6a is pressed once, the teacher's utterance text 8a saying "Today I will write an essay" is displayed below the subject text 7a in the second area as shown in FIG. 2(b).The teacher's icon 9a appears and is displayed.

When the operation button 6a is further pressed once, as shown in FIG. 2(c), the student's utterance text 10a, ``Writing, huh? I'm not good at it...'' is displayed below the teacher's utterance text 8a in the second area 4, as shown in FIG. 2(c). It appears and is displayed together with the student icon 5a. At this time, the icon 5a of the student who spoke is selected from among the icons 5 of multiple students on the right side of the second area, and the icon 5a of the selected student is not displayed on the right side of the second area. There is.

Furthermore, when the operation button 6a is pressed once, a blackboard text 11a is displayed in the first area 3, as shown in FIG. Ru. This blackboard text 11a imitates the contents written on the blackboard by the teacher.

Further, when the operation button 6a is pressed once, a new teacher's utterance text 8b appears and is displayed below the student's utterance text 10a in the second area 4 together with the teacher's icon 9b, as shown in FIG. 3(b).

Further, when the operation button 6a is pressed once, the syllabus text 12a appears and is displayed in the second area 4, as shown in FIG. 4(a). Note that this syllabus text 12a is an example of advice (syllabus) regarding how to proceed with the class, and is not actually spoken or written on the blackboard.

Further, when the operation button 6a is pressed once, a new teacher's utterance text 8c appears and is displayed below the curriculum guideline text 12a in the second area 4 together with the teacher's icon 9c, as shown in FIG. 4(b).

Further, when the operation button 6a is pressed once, a new student's utterance text 10b appears and is displayed below the teacher's utterance text 8c in the second area 4 together with the student's icon 5b, as shown in FIG. 4(c).

Further, when the operation button 6a is pressed once, a new teacher's utterance text 8d appears and is displayed below the student's utterance text 10b together with the teacher's icon 9b in the second area 4, as shown in FIG. 5(a).

Further, when the operation button 6a is pressed once, a new curriculum guideline text 12b appears and is displayed below the teacher's utterance text 8d in the second area 4, as shown in FIG. 5(b).

That is, in the lesson simulation tool, each time the operation button 6a on the screen 2 is operated, one teacher's utterance text 8 or one student's utterance text 10 appears and is displayed in sequence in chronological order. Ru.

In the first area 3, against a background of a blackboard image fixedly displayed in a predetermined range, blackboard text 11 is written on the blackboard image, which is added by the teacher for each scene in response to the transition of a plurality of scenes in the lesson. Add and display sequentially.

The second area 4 displays a teacher's utterance text 8 and a student's utterance text 10, which are expressed in an interactive format, while scrolling in chronological order in response to changes in a plurality of scenes in the lesson.

At this time, the texts displayed in the second area 4 are no longer displayed in chronological order, but the oldest texts 11 in the first area 3 continue to be displayed. The blackboard text 11 in the first area 3 remains until, for example, the reproduction of the lesson simulation tool is finished. However, if the blackboard becomes full, a portion of the blackboard may be erased so that more writing can be added.

In this example, the lesson simulation tool is played by operating the operation button 6a each time, but the lesson scene may be automatically played continuously or stopped midway.

FIG. 5(c) shows the entire text of the board text 11 displayed in the first area 3 at the end of reproduction of the lesson simulation tool. The contents of this board text 11 are stored separately as an image in the first area 3 and can be viewed. Note that the explanation here assumes that the contents of one lesson simulation tool include the contents of one lesson.

<System configuration>
Figure 6 shows a schematic system configuration diagram of the lesson simulation tool system. The lesson simulation tool system includes a plurality of operation terminals such as an operation terminal 100A, an operation terminal 100B, an operation terminal 100C, etc. operated by a user who plays or creates a lesson simulation tool, and a management server 200 for a teacher support site. . Hereinafter, the operating terminals including the operating terminal 100A, the operating terminal 100B, and the operating terminal 100C described above will be collectively referred to simply as the "operating terminal 100". The operating terminal 100 is an example of the display terminal 1 of this embodiment.

The operating terminal 100 is a terminal such as a smartphone, a tablet terminal, or a desktop or notebook general-purpose personal computer. The operation terminal 100A includes a display section 111, a control section 112, an operation section 115, and a storage section 117. The display unit 111 is an example of the screen 2 of the display terminal 1 of this embodiment. The control unit 112 is an example of a calculation unit. The operation unit 115 is, for example, a touch panel, and in this embodiment, the screen 2 of the display terminal 1 is an example of the operation unit 115.

The control unit 112 is, for example, a CPU, and executes various information processing. The storage unit 117 stores various programs including a tool creation/reproduction program 118. The tool creation/reproduction program is an example of a class simulation tool creation program in this embodiment. The storage unit 117 further stores a created lesson simulation tool 119, a board content image 120 (an example of a board-like background), a teacher icon 121 (an example of a teacher icon), and a student icon 122 (an example of a student icon).

The management server 200 of the teacher support site includes a control section 201, a database 202, and a storage section 203, and is capable of exchanging information with the operating terminal 100 via the communication network 300. The control unit 201 distributes the tool creation/playback program 118, teacher icon 121, and student icon 122 via the database 202 and storage unit 203, and the operating terminal 100 can download, install, and use these. . Further, the control unit 201 further distributes the created lesson simulation tool 119, which the user has posted to the teacher support site via the operation terminal 100, to users who desire it via the database 22 and the storage unit 23. do.

<Creating a lesson simulation tool>
The procedure for creating a lesson simulation tool will be explained with reference to FIGS. 7 to 22. In the following explanation, the procedure for creating the lesson simulation tool reproduced in FIGS. 2 to 5 will be explained.

FIG. 7 is an example of a my page of an application that is displayed on the screen 2 of the display terminal 1 when the application linked to the class simulation tool creation program is started. The user plays, creates, posts, searches for lesson simulation tools, etc. via the app's My Page. When creating a lesson simulation tool, the user presses the "Create" button 13 on the My Page displayed on the screen.

By pressing the "Create" button 13, a mock lesson tool creation screen as shown in FIG. 8(a) is displayed on the screen 2 of the display terminal 1. The mock class tool creation screen includes a text display section 14, a text input section 15, a text selection section 16, and a text operation section 17. The text selection section 16 includes a selection button 16a for selecting input of an image, a selection button 16b for selecting input of teacher's utterance text 8, a selection button 16c for selecting input of student's utterance text 10, and a selection button 16c for selecting input of subject text 7. It includes a selection button 16d for selecting, a selection button 16e for selecting input of the curriculum guideline text 12, and a selection button 16f for selecting input of the board text 11. Note that in the default state of the text selection section 16, the selection button 16b is selected.

In FIG. 8(a), the selection button d for selecting the input of the subject text 7 is selected from the text selection section 16, and in FIG. When the text 7a is input via the text operation section 17 and the confirm button 18 is pressed, the theme text 7a "Know your destination" is displayed on the text display section 14, as shown in FIG. 8(c). At this time, the text selection unit 16 selects the selection button 16b which selects input of the teacher's utterance text 8 by default.

FIG. 9(a) is in the same state as FIG. 8(c). From this state, when the teacher's utterance text 8a such as "Today I will write an essay" is input into the text input section 15 via the text operation section 17 and the confirm button 18 is pressed, the teacher's utterance text 8a as shown in FIG. 9(c) is input. The teacher's utterance text 8a input in FIG. 9(b) is displayed on the text display section 14 together with the icon 9c.

In this state, when the selection button 16b is pressed again, a plurality of icons 9 of teachers are displayed as shown in FIG. 10(a), from which a desired icon 9a can be selected by pressing. In this figure, three icons 9a, 9b, and 9c are displayed, but more icons may be provided. Further, a plurality of icons 9 of teachers may be prepared according to gender, age, hairstyle, etc., or the user may be able to select an image prepared by himself/herself.

By pressing the desired teacher icon 9a in FIG. 10(a), the teacher icon 9c displayed on the text display section as shown in FIG. 10(b) is changed to the teacher icon 9a. Note that the same operation can be performed by pressing the selection button 16b to select an icon without pressing the confirmation button 18 after inputting the text, and finally pressing the confirmation button 18.

Next, as shown in FIG. 10(c), after pressing and selecting the selection button 16c for selecting the input of the student's utterance text 10, the student's utterance text is selected at the time of text input 14 via the text operation section 17. Enter 10a.

After that, as shown in FIG. 11(a), press the selection button 16c again to select the student icon 5a from among the student icons 5a, 5a', 5a'', and press the confirm button 18. 11(b), the student's utterance text 10a is displayed together with the selected student's icon 5a on the text display section 14. In this state, when the selection button 16f for selecting input of the board text 11 is pressed, the figure 11(c) is displayed.

In FIG. 11(c), a selection column is displayed for selecting whether to take a picture of the board text 11 with the camera of the display terminal or to select from a photo (select from an image saved in the storage unit of the display terminal). Select "Select from photos" and press.

FIG. 12A shows a state in which a predetermined board text 11a is selected from among a plurality of images of board content created and saved by the user in advance. When the "choose" button is pressed in this state, the board text 11a is displayed on the text display section 14, as shown in FIG. A blackboard image 19 is displayed between the blackboard image 15 and the blackboard image as a background, and a reduced blackboard text 11a is superimposed on a partial area (here, the left end) of the blackboard image 19, thereby displaying a mock blackboard image.

After this, the procedure is to adjust the position of the blackboard text 11a with the blackboard image 19 as the background. The new board text 11 is placed at the left end of the blackboard image 19 by default, so in FIG. 12C, the user taps the board text 11a at the left end of the blackboard image 19 with a finger to move it to the right end of the blackboard image 19 .

Here, when the user presses and holds the board text 11a with a finger, the screen switches to another position adjustment screen with the blackboard image 19 in the background, as shown in FIG. 13(a). Since it is difficult to make delicate positional adjustments on one screen, we have provided this function on a separate screen. In FIG. 13(b), the user operates the screen 2 with a finger to enlarge the board text 11a to a desired size.

Next, in FIG. 13(c), the user taps the board text 11a with a finger to move it to a desired position. In addition to fingers, the position of the image can be adjusted using a board text operation unit 20 provided on the screen 2.

If you press and hold the board text 11a again, the screen returns to the mock class tool creation screen before the position adjustment, so in FIG. 14(a), the user is satisfied with the position and size of the board text 11a against the background of the blackboard image 19. In this case, by tapping the image of the blackboard text 11a displayed on the text display section 14 to confirm, the blackboard image 19 disappears and the blackboard text 11a is displayed only on the text display section 14, as shown in FIG. 14(b). is displayed.

In FIG. 14(c), with the teacher's utterance text 8 selected by default, a new text is input into the text input section 15 and confirmed.

FIG. 15A shows a state in which the teacher's utterance text 8b, the teacher's icon 9b, and the curriculum guideline text 12a have been displayed on the text display section 14 by the same or similar operations as described above.

FIG. 15(b) shows a state in which the new teacher's utterance text 8c, teacher's icon 9c, student's utterance text 10b, and student's icon 9b have been displayed on the text display section using the same method as described above. Furthermore, when the microphone input button 21 is pressed and the teacher's utterance text 8d is uttered into the microphone of the display terminal 1, ``Oh! That's nice!'', the teacher's utterance text 8d is automatically input into the text input section 15. is input.

FIG. 15(c) shows a state in which an image of a new board text 11b is selected using the same method as described above.

FIG. 16(a) shows a state where the position of the image of the new board text 11b is being adjusted using the same method as described above.

FIG. 16(b) shows a state in which the position adjustment of the board text 11b has been completed.

FIGS. 16(c) and 17(a) show a state in which a new curriculum guideline text 12b is displayed on the text display section 14 in the same manner as described above.

FIG. 17(b) shows a state in which the new student's utterance text 10c and the teacher's utterance text 8e are displayed on the text display section 14 in the same manner as described above.

FIG. 17(c) shows a state in which an image of a new board text 11c is selected in the same manner as described above.

FIG. 18 shows a state in which the position and size of the board text 11c are being adjusted in the same manner as described above. Note that the image of the blackboard text 11 may be an image taken by the user of an actual blackboard image, or may be an image created by the user using an image creation function provided in advance in an application linked to the mock class tool creation program. do not have. Furthermore, images created using other methods may also be used.

These operations are repeated one after another, and when the lesson content for one session is completed, the created lesson simulation tool is saved. In FIG. 18, when you press the exit button 22 displayed on the lesson simulation tool creation screen and then press the save button 23 in FIG. Enter the file name and press the OK button.

After that, as shown in Figure 19(b), the screen changes to the setting screen for saving the file of the created lesson simulation tool.Create and select a folder to save the file as necessary, and click the "Save to device" button. When pressed, a screen like that shown in FIG. 19(c) appears and the saving is completed.

The processing procedure executed by the control unit 112 of the operating terminal 100 based on the tool creation/playback program 118 in order to realize the above creation procedure will be described with reference to the flowchart of FIG. 20.

<Processing by control unit 12>
The series of processes starts, for example, in response to activation of an application based on the tool creation/playback program 118 installed on the operation terminal 100.

First, in S1, the control unit 112 determines whether or not a scene button for selecting the subject text 7 to be input at the beginning of the lesson simulation tool is pressed. Note that the selection button 16d in FIG. 7 is an example of a scene button.

If it is determined that the scene button has been pressed, the determination is Yes and the process moves to S2. If it is not determined that the scene button has been pressed, a No determination is made and the process moves to S4.

In S2, the control unit 112 receives input of the subject text 7 via the operation unit 115. The process executed by the control unit 112 in S2 is the fifth process.

In S3, the control unit 112 determines whether the confirm button for confirming the subject text 7 received in S2 has been pressed. If it is determined that the confirm button has been pressed, the determination is Yes and the process moves to S28. If it is not determined that the confirm button has been pressed, a No determination is made and the process returns to S2.

In S4, the control unit 112 determines whether the T button for selecting the teacher's utterance text 8 has been pressed. Note that the selection button 16b in FIG. 7 is an example of a T button.

If it is determined that the T button has been pressed, the determination is Yes and the process moves to S5. If it is not determined that the T button has been pressed, a No determination is made and the process moves to S9.

In S5, the control unit 112 receives input of the teacher's utterance text 8 via the operation unit 115. The process executed by the control unit 112 in S5 is the first process.

In S6, the control unit 112 determines whether the confirm button for confirming the teacher's utterance text 8 received in S5 has been pressed. If it is determined that the confirm button has been pressed, the determination is Yes and the process moves to S7. If it is not determined that the confirm button has been pressed, a No determination is made and the process returns to S5.

In S7, the control unit 112 individually receives, via the operation unit, the selection of the facial expression of the icon 9 of the teacher corresponding to the input content received in S5. The process executed by the control unit 12 in S7 is a facial expression selection reception process.

In S8, the control unit 112 determines whether an operation to confirm the icon 9 of the teacher received in S7 has been performed. If it is determined that a confirming operation has been performed, the determination is Yes and the process moves to S28. If it is not determined that a finalizing operation has been performed, a No determination is made and the process returns to S7.

Note that in this example, S7 and S8 are executed after S5 and S6, but S5 and S6 may be executed after S7 and S8.

In S9, the control unit 112 determines whether or not the C button for selecting the student's utterance text 10 has been pressed. Note that the selection button 16c in FIG. 7 is an example of the C button.

If it is determined that the C button has been pressed, the determination is Yes and the process moves to S10. If it is not determined that the C button has been pressed, a No determination is made and the process moves to S14.

In S10, the control unit 112 receives, via the operation unit 115, the input of the student's utterance text 10, which corresponds to the teacher's utterance text 8 received in S5. The process executed by the control unit 112 in S10 is the second process.

In S11, the control unit 112 determines whether the confirm button for confirming the student's utterance text 10 accepted in S10 has been pressed. If it is determined that the confirm button has been pressed, the determination is Yes and the process moves to S12. If it is not determined that the confirm button has been pressed, a No determination is made and the process returns to S10.

In S12, the control unit 112 individually receives selection of the facial expression mode of the student icon 5 corresponding to the input content received in S10 via the operation unit. The process executed by the control unit 12 in S12 is a facial expression selection reception process.

In S13, the control unit 112 determines whether an operation to confirm the icon 9 of the teacher received in S12 has been performed. If it is determined that a confirming operation has been performed, the determination is Yes and the process moves to S28. If it is determined that no confirming operation has been performed, the determination is No and the process returns to S12.

Note that in this example, S12 and S13 are executed after S10 and S11, but S10 and S11 may be executed after S12 and S13.

In S14, the control unit 112 determines whether the blackboard button for selecting the blackboard text 11 has been pressed. Note that the selection button 16f in FIG. 7 is an example of a blackboard button.

If it is determined that the blackboard button has been pressed, the determination is Yes and the process moves to S15. If it is not determined that the C button has been pressed, a No determination is made and the process moves to S24.

In S15, the control unit 112 receives, via the operation unit 115, the designation of the content of the board corresponding to the student's uttered text 10 input in S10, such as selection of a predetermined image or input of a predetermined text. The process executed by the control unit 112 in S10 is the third process.

In S16, the control unit 112 determines whether the confirm button for confirming the contents of the board entry received in S15 has been pressed. If it is determined that the confirm button has been pressed, the determination is Yes and the process moves to S17. If it is not determined that the confirm button has been pressed, a No determination is made and the process returns to S15.

In S17, the control unit 112 additionally displays an image, text, etc. corresponding to the blackboard content received in S15 at the bottom of the text display unit 14 of the lesson simulation tool creation screen.

In S18, the control unit 112 displays the content of the blackboard screen with the blackboard screen 19 as a background between the text display unit 14 and the text operation unit 16 of the lesson simulation tool creation screen.

In S19, the control unit 112 determines whether an instruction to enlarge and display only the entire blackboard image 19 including the content written on the board has been made on the display unit 111 via the operation unit 115, and determines that the instruction has been given. If so, this is accepted and the process moves to S20. The process executed by the control unit 112 in S20 is an enlarged display acceptance process. If it is not determined that an instruction has been given, a No determination is made and the process moves to S21.

In S20, the control unit 112 switches the screen of the display unit 111 from the lesson simulation tool creation screen to another screen for position adjustment with the blackboard screen 19 as the background.

In S<b>21 , the control unit 112 receives, via the operation unit 115 , an adjustment of the arrangement position of the board content displayed on the display unit 111 in the blackboard image 19 . The process executed by the control unit 112 in S21 is an adjustment reception process.

In S22, the control unit 112 determines whether or not the operation to end the arrangement position adjustment in S21 has been performed. If it is determined that the operation has been performed, the process moves to S23. If it is determined that no operation has been performed, the determination is No and the process returns to S18.

In S22, the control unit 112 returns the screen of the display unit 111 to the lesson simulation tool creation screen, and proceeds to S29.

In S24, the control unit 112 determines whether the instruction button for selecting the curriculum guideline text 12 has been pressed. Note that the selection button 16e in FIG. 7 is an example of a teaching button.

If it is determined that the instruction button has been pressed, the determination is Yes and the process moves to S25. If it is not determined that the instruction button has been pressed, a No determination is made and the process returns to S1.

In S25, the control unit 112 receives, via the operation unit 115, input of advice (study guideline text 12) on how to proceed with the lesson in each of a plurality of scenes. The process executed by the control unit 112 in S25 is the sixth process.

In S26, the control unit 112 determines whether the confirm button for confirming the advice received in S25 has been pressed. If it is determined that the confirm button has been pressed, the determination is Yes and the process moves to S27. If it is not determined that the confirm button has been pressed, a No determination is made and the process returns to S25.

In S26, the control unit 112 additionally displays the input advice at the bottom of the text display unit 14 of the mock lesson tool creation screen, and proceeds to S29.

In S28, the control unit 112 generates a mock text for the subject text 7 input in S2, the teacher's utterance text 8 input in S5, and the student utterance text 10 input in S10 at the timing when these are respectively determined. It is additionally displayed at the bottom of the text display section 14 of the class tool creation screen, and the process moves to S29.

In S29, the control unit 112 determines whether an operation to end the creation of the lesson simulation tool has been performed. If it is determined that the end operation has been performed, the determination is Yes and the process moves to S30. If it is not determined that the end operation has been performed, the determination is No and the process returns to S1.

Note that the processing executed by the control unit 112 from S1 to S29 includes at least a set of first processing, second processing, and third processing for each scene included in a plurality of scenes in chronological order. This is the fourth process of forming a lesson simulation tool.

In S30, the control unit 112 receives input of the file name of the lesson simulation tool.

In S31, the control unit 112 determines whether an operation to save the file of the lesson simulation tool has been performed. If it is determined that a save operation has been performed, the determination is Yes and the process moves to S32. If it is not determined that a save operation has been performed, a No determination is made and the process returns to S30.

In S31, the control unit 112 stores the file of the lesson simulation tool in the storage unit 117 in the operating terminal 100, and the series of processes ends.

Note that the processing executed by the control unit 112 in S17, S18, S27, and S28 is display processing.

<Submission procedure>
FIG. 21 shows the screen displayed after pressing the end button 22 in FIG. 18. On this screen, you can, for example, play the lesson simulation tool you have created for correction or confirmation, change the color of the blackboard image 19, change sound effects, add tags to the lesson simulation tool, and convert it to other file formats. Conversion etc. can be performed.

As shown in FIGS. 22(a) and 22(b), the user can, for example, input a title, subtitle, etc., or attach a file or image to the file of the simulated lesson tool that he or she has created.

As shown in Figures 23(a) and 23(b), users can now specify subjects, grades, textbooks, specific pages of textbooks, units, features, etc. related to the mock lesson tool they have created. ing. In FIG. 23(c), the user specifies "writing" as the unit, "creating works" and "improving knowledge and skills" as the features, and posts the lesson simulation tool on the teacher support site.

FIG. 24 shows the screen when posting of the lesson simulation tool is completed.

The process executed by the control unit 112 in the above posting procedure will be explained with reference to the flowchart of FIG. 25. A series of processes is started by pressing the end button 22 on the lesson simulation tool creation screen.

First, in S33, the control unit 112 determines whether a predetermined mock lesson tool has been selected. If it is determined that it has been selected, the determination is Yes and the process moves to S41. If it is not determined that the item has been selected, the determination is No and the process moves to S34.

In S34, the control unit 121 determines whether the title of the mock class tool has been input. If it is determined that the input has been made, the determination is Yes and the process moves to S41. If it is not determined that the input has been made, the determination is No and the process moves to S35.

In S35, the control unit 112 determines whether the subtitle of the mock lesson tool has been input. If it is determined that the input has been made, the determination is Yes and the process moves to S41. If it is not determined that the input has been made, the determination is No and the process moves to S36.

In S36, the control unit 112 determines whether the subject and grade associated with the simulated lesson tool have been selected. If it is determined that it has been selected, the determination is Yes and the process moves to S41. If it is not determined that the item has been selected, the determination is No and the process moves to S37.

In S37, the control unit 112 determines whether a textbook associated with the mock lesson tool has been selected. If it is determined that it has been selected, the determination is Yes and the process moves to S38. If it is not determined that the item has been selected, the determination is No and the process moves to S39.

In S38, the control unit 112 determines whether a page of the textbook associated with the mock class tool has been selected. If it is determined that it has been selected, the determination is Yes and the process moves to S41. If it is not determined that it has been selected, the determination is No and the process returns to S38.

In S39, the control unit 112 determines whether a unit associated with the mock lesson tool has been selected. If it is determined that it has been selected, the determination is Yes and the process moves to S41. If it is not determined that the item has been selected, the determination is No and the process moves to S40.

In S40, the control unit 112 determines whether or not other features (eg, tags, etc.) associated with the mock lesson tool have been selected. If it is determined that it has been selected, the determination is Yes and the process moves to S41. If it is not determined that it has been selected, the determination is No and the process returns to S33.

In S41, the control unit 112 determines whether a predetermined mock lesson tool is selected. If it is determined that it has been selected, the determination is Yes and the process moves to S42. If it is not determined that it has been selected, the determination is No and the process returns to S33.

In S41, the control unit 112 determines whether a predetermined mock lesson tool is selected. If it is determined that it has been selected, the determination is Yes and the process moves to S42. If it is not determined that it has been selected, the determination is No and the process returns to S33.

In S42, the control unit 112 determines whether input to the registration items of the selected mock class tool (minimum predetermined essential items required for search, etc.) has been completed. If it is determined that the process has been completed, the determination is Yes and the process moves to S43. If it is not determined that the process has been completed, a No determination is made and the process returns to S33.

In S43, the control unit 112 associates the selected mock lesson tool with the input content registered in the above procedure. For example, a lesson simulation tool is associated with a specific page of a corresponding textbook. In this S43, the process executed by the control unit is a page association process.

In S44, the control unit 112 determines whether a posting operation for the selected mock class tool has been performed. If it is determined that the process has been performed, the determination is Yes and the process moves to S45. If it is not determined that the process has been completed, a No determination is made and the process returns to S33. In this S44, the process executed by the control unit 112 is a posting instruction receiving process.

In S45, the control unit 112 posts the selected mock lesson tool to the teacher support site via the communication network 300, uploads it to a predetermined server (operating server 200 of the teacher support site, etc.), and executes a series of processes. finish.

<Search procedure>
FIG. 26 shows the operating procedure performed by a user who wants to search for a lesson simulation tool. For example, FIG. 26(a) is a search screen linked from the "Find" button 25 of the My Page explained in FIG. You can now search for lesson simulation tools posted by users.

In Fig. 26(b), if you enter "Japanese language" as the subject, "2nd grade" as the grade, the prescribed textbook and page, and "composition" as the unit and search, the result will be as shown in Fig. 26(c). A class simulation tool posted on is found and displayed on the screen.

The process executed by the control unit 112 in the above search procedure will be explained with reference to the flowchart of FIG. 27. A series of processes is started by pressing the "Find" button on My Page.

First, in S46, the control unit 112 receives selection of a subject associated with the lesson simulation tool to be searched.

In S47, the control unit 112 receives the selection of the grade associated with the class simulation tool to be searched.

In S48, the control unit 112 receives selection of a textbook associated with the lesson simulation tool to be searched.

In S49, the control unit 112 receives selection of a specific page of the textbook associated with the lesson simulation tool to be searched.

In S50, the control unit 112 receives selections of other features associated with the lesson simulation tool to be searched.

In S51, the control unit 112 searches for lesson simulation tools that match the received search conditions in the database 22 of a predetermined server (such as the management server 200 of the teacher support site).

In S52, the control unit 112 determines whether a mock class tool (to be played) matching the search conditions has been found. If it is determined that it has been found, the determination is Yes and the process moves to S53. If it is not determined that it has been found, the determination is No and the process returns to S46.

In S53, the control unit 112 downloads the mock lesson tool to be played back to the operation terminal 100, performs playback processing in S54, and the series of processes ends.

<Effects of embodiment>
In this embodiment, one lesson is divided into multiple scenes according to the flow, and for each scene, the teacher makes an utterance, then the student makes an utterance in response, and then the teacher writes on the board. You can shape the story with

That is, when the lesson simulation tool creation program of this embodiment is executed on the creation terminal, first, in the first process, input of text representing the content of the teacher's utterance in one arbitrary scene (subject) is accepted. This allows the creator to set the content of the lines that the teacher asks and utters to the students as desired in that scene.

Thereafter, in a second process, input of text representing the content of the student's utterance in the above-mentioned scene is accepted. This allows the creator to set the contents of the lines uttered by the student in response to the teacher's lines as desired.

Thereafter, in a third process, a designation of the content to be written on the blackboard by the teacher in response to the student's utterance in the above scene is accepted. Thereby, the creator can set as desired the content that the teacher takes chalk and writes on the blackboard in response to the student's lines.

Then, in the subsequent fourth process, a set including the first process, second process, and third process described above is executed for each scene, thereby forming a lesson simulation tool.

As a result of the above, the creator created the following information: the teacher's utterance → student's utterance → the teacher's writing on the board in each scene that changes in chronological order, such as the first scene → second scene →... → last scene. By setting each content as desired, the teacher can easily formulate the lesson content of the story that he or she intends in a manner that can be easily viewed by other teachers. In this way, teachers from all over the country create lesson content for various stories and watch them together, allowing students and teachers from all over the country to share fun and easy-to-understand teaching methods, and improve student learning effectiveness. It is possible to improve the working environment by increasing the efficiency of teachers' preparation for classes.

In addition, in this embodiment, in particular, in the lesson simulation tool created by the lesson simulation tool creation program, each time the viewing teacher operates the operation unit of the display terminal (for example, the operation button 6a in FIG. 2), the teacher's utterance is Texts and student utterances appear sequentially in chronological order. This allows instructors to manually advance the flow of the lesson one by one when viewing, making it easier to follow each utterance one by one, compared to cases where the flow progresses automatically as in animations and videos. You can reliably recognize the contents of text at your own pace.

In addition, if a "back" button (for example, the operation button 6b in FIG. 2) is provided so that each time it is operated, it is possible to return to the previous utterance text content in chronological order, Furthermore, convenience can be improved.

In addition, in this embodiment, in particular, when inputting uttered text or specifying the contents of a board, etc., in the flow of the first process → second process → third process, etc., as described above, the display executed by the calculation unit Through the process, the respective contents are displayed on the display section of the creation terminal in the order of their input/designation. This allows the creator to execute the tool creation work while visually confirming the contents inputted and specified by the creator one by one.

In this embodiment, especially, when the creator specifies the content of the blackboard and the designation result is accepted in the third process, in the display process, a part of the blackboard image corresponding to the designation is displayed in an appropriate part of the blackboard image. The contents of the board are displayed superimposed (board mock display). This allows the creator to visually check how the blackboard content that he/she specified will be displayed in the background blackboard image in the actual lesson simulation tool.

In addition, especially in this embodiment, by executing the adjustment reception process, the creator can write from right to left if writing vertically, from top to bottom if writing horizontally, just like when a teacher actually writes on the board. The contents of the board can be arranged side by side at the bottom, and the arrangement position can also be adjusted as desired.

Further, in this embodiment, in particular, only the entire blackboard image is displayed in an enlarged manner when the creator issues an instruction through an appropriate operation on the operation unit and the instruction is accepted in the enlarged display acceptance process. Thereby, when adjusting the layout of the board content in the adjustment reception process as described above, the position of the newly added board content can be easily adjusted by the enlarged display.

In addition, instead of adjusting the images of the blackboard contents scattered in each scene on separate blackboard images (separate tables or slides), all the blackboard contents can be displayed on one blackboard image (one table or slide). By having a system that allows you to adjust the position and size of images, you can easily adjust the placement of images of all blackboard content from the beginning to the end of one class.

Further, in this embodiment, the creator can input and set the theme of each scene, especially in this embodiment. As a result, the teacher viewing the video can easily understand the aim and gist of each scene by being presented with the theme of the scene.

Further, in this embodiment, in particular, the teacher's utterance content is displayed together with the teacher's icon (so-called icon, etc.), and the student's utterance content (so-called icon, etc.) is also displayed together with the student's icon. At this time, the creator can appropriately select the facial expression in each icon each time the content of each utterance is input.
This makes it possible to create a more realistic classroom scene, with the children's expressions gradually becoming more interested, and the teacher responding with a smile to cheer them up.

Furthermore, in this embodiment, the creator can input and set advice on how to proceed with the lesson for each scene, particularly in this embodiment. This makes it possible to give advice to teachers watching the video on tips for interesting classes that will interest and excite students.

Further, in this embodiment, in particular, a plurality of types of board content images are prepared in advance, and in the third process, the creator selects one of the plurality of types. By displaying images instead of inputting text, it is possible to realistically express the feeling of a teacher writing on a real board.

Furthermore, in this embodiment, the lesson simulation tool created through the above-mentioned processes is posted to the teacher support site in a form associated with a specific page of a desired textbook. As a result, when a teacher who wants to view posted content accesses the site and searches for class simulation tools, it becomes possible to search using a specific page of a specific textbook as a key, improving convenience.

As described above, the mock lesson creation tool of this embodiment is conventionally useful for new teachers, etc. when learning lesson development, and it is difficult to visualize the actual lesson situation with paper lesson records, and it is difficult to visualize the actual lesson situation when new teachers etc. are learning lesson development. It was difficult to imagine what would have been written on the blackboard, and it took a huge amount of effort to read all the records, and it was difficult for teachers to find the class records they wanted to refer to, which placed a burden on teachers. This solution solved various problems.

In addition, conventional class records only display the final state of the blackboard content (the state at the end of the class), making it impossible to check the progress of the blackboard content that was created in response to questions and comments. In this embodiment, in particular, by making it possible to check the content written on the board during the lesson, it becomes possible to check the three elements of the lesson (teacher's questions, students' comments, and writing on the board) as the lesson progresses. ing.

In the past, one of the main reasons why interesting classes did not spread was that there was no medium that could richly convey how classes were conducted in a short amount of time. The boringness depended on the teacher's ability. Up until now, instruction plans and class records have been used to communicate how classes should proceed. This is because it has the disadvantage that it is difficult to convey the Therefore, even when looking at the same instructional plan (class record), it was difficult for teachers with low teaching skills to proceed with the lesson successfully. The lesson simulation tool creation program of this embodiment was created as a result of intensive research in consideration of such conventional issues, and is designed to make it possible to convey three elements (questioning, speaking, and writing on the board) as a story. This allows any teacher (with little experience or ability) to visualize the How in a rich way, greatly increasing the possibility that the lesson will go smoothly.

In addition to the methods described above, the methods according to the embodiments and modifications described above may be used in combination as appropriate.

Although not illustrated in detail, the present invention can be implemented with various modifications within the scope of the invention.

1 Display terminal 2 Screen 3 First area 4 Second area 5 Student icon 6 Operation button 7 Subject text 8 Teacher's utterance text 9 Teacher's icon 10 Student's utterance text 11 Blackboard text 12 Curriculum guidelines text 14 Text display section 15 Text Input section 16 Text selection section 16a-f Selection button 17 Text operation section 18 Confirm button 19 Blackboard image 22 End button 23 Save button 100 Operation terminal 111 Display section 112 Control section 115 Operation section 117 Storage section

Claims (11)

With a blackboard image fixedly displayed in a predetermined range as a background, blackboard content added by the teacher for each scene in response to the transition of multiple scenes of the lesson is sequentially added and displayed on the blackboard image. A first area and a second area that displays the teacher's utterance text and the student's utterance text expressed in an interactive format while scrolling in chronological order in response to changes in the plurality of scenes. A class simulation tool creation program for creating a class simulation tool that simulates a class scene by displaying it on a terminal screen,
For the calculation unit of the creation terminal, which includes a display unit, an operation unit, a storage unit, and a calculation unit,
a first process of accepting, via the operation unit, an input of an utterance text by the teacher in any one scene included in the plurality of scenes;
a second process of receiving, via the operation unit, an input of a text uttered by the student that corresponds to a text uttered by the teacher in the arbitrary one scene;
a third process of accepting, via the operation unit, the specification of the content of the blackboard corresponding to the text uttered by the student in the arbitrary one scene;
a fourth process of forming the lesson simulation tool by executing at least a set of the first process, the second process, and the third process for each scene included in the plurality of scenes in chronological order; and,
A class simulation tool creation program for executing. The class simulation tool creation program according to claim 1,
The lesson simulation tool is
The tool is a tool for displaying one text uttered by the teacher or one text uttered by the student sequentially in chronological order each time an operation unit provided on the display terminal is operated once. A class simulation tool creation program with certain characteristics. The class simulation tool creation program according to claim 2,
Further, for the arithmetic unit,
A plurality of accepted contents including the input contents accepted in the first process, the input contents accepted in the second process, and the specified contents accepted in the third process are added and scrolled in the order in which they were received. A class simulation tool creation program characterized in that the program executes display processing for displaying information on the display unit. In the class simulation tool creation program according to claim 3,
In the display processing,
After receiving the designation in the third process, displaying a mock board display in which board content corresponding to the designation is superimposed on a partial area of a predetermined blackboard image in the order following the received designation content. A class simulation tool creation program that is characterized by being displayed in the section. The class simulation tool creation program according to claim 4,
Further, for the arithmetic unit,
A class simulation tool creation program, characterized in that the program executes an adjustment reception process that accepts, via the operation unit, an adjustment of the arrangement position of the board content displayed on the display unit in the blackboard image in the display process. . The class simulation tool creation program according to claim 5,
Further, for the arithmetic unit,
Before or during the adjustment reception process, an enlarged display reception process is executed in which an instruction to enlarge and display only the entire blackboard image including the blackboard content is received via the operation unit. A characteristic lesson simulation tool creation program. The class simulation tool creation program according to claim 6,
In the display processing,
displaying the input content received in the first process in association with the iconography of the teacher, and displaying the input content received in the second process in association with the iconography of the student;
The icon of the teacher and the icon of the student are prepared in a plurality of selectable facial expressions and stored in the storage unit,
and,
Further, for the arithmetic unit,
the facial expression of the teacher's icon corresponding to the input content received in each of the plurality of first processes, and the facial expression of the student icon corresponding to the input content received in each of the plurality of second processes; A class simulation tool creating program, characterized in that the program executes facial expression selection reception processing in which selections of are individually accepted via the operation unit. The class simulation tool creation program according to claim 7,
Further, for the arithmetic unit,
performing a fifth process of accepting input of a theme for each of the plurality of scenes via the operation unit;
In the fourth process,
Executing a set of the first process, the second process, the third process, and the fifth process for each scene included in the plurality of scenes in chronological order,
In the display processing,
A plurality of accepted contents including the input contents accepted in the first process, the input contents accepted in the second process, the specified contents accepted in the third process, and the input contents accepted in the fifth process. A class simulation tool creation program characterized in that the class simulation tool creation program is characterized in that the class simulation tool creation program is characterized in that the class simulation tool creation program is characterized in that the class simulation tool is displayed on the display section while being added and scrolled in accordance with the order in which they are received. The class simulation tool creation program according to claim 8,
Further, for the arithmetic unit,
executing a sixth process of accepting input of advice on how to proceed with the class in each of the plurality of scenes via the operation unit;
In the fourth process,
Executing a set of the first process, the second process, the third process, the fifth process, and the sixth process for each scene included in the plurality of scenes in chronological order,
In the display processing,
The input content accepted in the first process, the input content accepted in the second process, the specified content accepted in the third process, the input content accepted in the fifth process, and the input content accepted in the sixth process. A class simulation tool creation program characterized in that a plurality of accepted input contents including input contents and input contents are displayed on the display section while being added and scrolled in the order in which they were received. The class simulation tool creation program according to claim 9,
A plurality of types of images of the blackboard contents are prepared in advance so as to be selectable and stored in the storage unit,
In the third process,
A class simulation tool creation program, characterized in that it accepts a selection of any one of the plurality of types of images of blackboard content. The class simulation tool creation program according to claim 10,
Further, for the arithmetic unit,
a page association process that associates the lesson simulation tool formed in the fourth process with a specific page of a corresponding textbook;
a posting instruction reception process that receives an instruction to post the lesson simulation tool associated with the specific page in the page association process to a teacher support site operated by a predetermined server;
A class simulation tool creation program that is characterized by executing the following.