JP5038280B2 - Teaching material creation support device, teaching material creation support program - Google Patents

Description

  The present invention relates to a teaching material creation support apparatus and a teaching material creation support program for creating a worm-feeding (hole filling) problem in which part of the content of a manuscript is turned down and the answer is asked.

In general, new employee education in the workplace uses a worm-eaten (fill-in) problem in which only important words included in the content of a manuscript are concealed and the answer is asked. For example, it is used to learn various names related to production equipment.
In order to manually create the worm-eaten problem one question at a time, in order to spend a great deal of effort on selecting and creating the worm-eaten part, for example, a tool for creating worm-eaten problems as disclosed in Patent Documents 1 to 3 is used. Used.

First, Patent Document 1 discloses a configuration in which an arbitrary keyword is set for the contents of a manuscript created with text data, and the keyword is automatically selected as a worm-eaten location to create a worm-eaten problem. Yes.
However, in such a configuration, if the keyword is slightly different, it is not selected as a worm-eaten part. Therefore, for example, when a word to be selected as a worm-eating part is described using a name specific to a certain site, there is a problem that the word cannot be selected. Also, when the content of the original cannot be recognized as text data, such as when the content of the original is a handwritten character or when the character is written obliquely, a search using a keyword cannot be performed. In addition, worm-eaten parts cannot be created for images and drawings.
On the other hand, Patent Document 2 discloses a configuration in which a worm-eating part can be arbitrarily designated on the image data of the document content. According to this configuration, the worm-eating part is not limited to text, and a desired worm-eating part can be easily selected by specifying an area on the image.
Patent Document 3 discloses a configuration in which the image designated as a worm-eaten location in the configuration of Patent Document 2 can be used as it is as a correct image of a worm-eaten problem.
JP 2000-338849 A JP 2002-287607 A JP 2007-94340 A

However, in the configurations disclosed in Patent Documents 2 and 3, by assigning one answer to one worm-eating part, an independent worm-eating problem is created for each worm-eating part.
For this reason, for example, it is not possible to create a worm-eaten problem in which a combination of contents that enter two worm-eater locations is selected. Specifically, for the content of the manuscript "(a) is ... and (b) is ...", "Please answer one of the following combinations of words in (a), (b)": Can't create a worm-eating problem. This is because two or more worm-eater portions cannot be set as one worm-eater group.
In addition, since two or more worm-eaten places cannot be set as one worm-eaten group, if the worm-eaten part to be selected is separated into two parts by a line break in the middle of the manuscript content, that image There is also a problem that the two worm-eaten parts designated by the area designation above cannot be handled as a series of worm-eaten parts.
Therefore, the present invention has been made in view of the above circumstances, and the object of the present invention is to provide two or more configurations in which a region can be designated on an image of a manuscript content and a worm-eating portion can be arbitrarily selected. An object is to provide a teaching material creation support apparatus and a teaching material creation support program that can set a worm-eaten part as one worm-eaten group and create one worm-eaten problem for the worm-eaten group.

In order to achieve the above object, the present invention provides an image display means for displaying the document content as an image, an image display means for displaying the document content as an image, an operation unit for accepting an operation from a user, A teaching material creation support apparatus comprising: a computing unit that creates worm-eaten problem information from an image of the document content based on an instruction, wherein the computing unit selects a specific item in the document content image specified by the operation unit. The worm-eaten location selecting means for selecting an area as a worm-eaten location, the worm-eaten group setting means for setting two or more worm-eaten locations selected by the worm-eaten location selecting means as one worm-eaten group, and the worm-eaten group setting device. Creating worm-eaten problem information that creates questions about two or more worm-eaten parts included in the worm-eaten group A series of worm-eaten problem creating means for creating worm-eaten problem information indicating questions for a series of worm-eaten parts obtained by connecting two or more worm-eaten parts included in the worm-eaten group; It is comprised as a teaching material preparation assistance apparatus characterized by including a means.
According to the present invention, two or more worm-feeding portions are set as one worm-eaten group, and one worm-eaten group is set in a configuration in which an area can be designated on the image of the document content and an worm-feed portion can be arbitrarily selected. Can create worm-eaten problems. Therefore, for example, a worm-eaten problem for asking about a combination of contents entering each of two or more worm-eaten parts, or two or more worm-eaten parts separated by including a line feed, etc. It is possible to create problems.

  Specifically, it is conceivable that the worm-eaten problem creating means creates a worm-eaten problem for inquiring a combination of contents entering each of two or more worm-eaten parts included in the worm-eaten group. For example, with respect to a manuscript content “(a) is ... and (b) is ...”, the worm-feeding problem such as “Any combination of words in (a) and (b) should answer?” Can be created.

Further, the worm-eating problem often uses only a part of one page as the problem content without using the entire one page of the document content as the problem content.
Therefore, it is desirable to further include a problem content area designating unit for designating a specific area in the image of the document content designated by the operation unit as the problem content area. In this case, the worm-eating part selection means is for selecting a specific area in the image in the problem content area designated by the problem content area designating means as the worm-eating part. Then, the worm-eaten problem creating means creates the worm-eaten problem information including information indicating the problem content area.
As a result, only the problem content area designated in the document content can be used as the problem content without using the entire page of the document content as the problem content of the worm-eating problem.

By the way, the patent document 3 discloses a configuration in which the trouble of creating a correct answer image can be omitted by using an image selected as a worm-eaten part as it is as a correct answer image. However, if it is necessary to create an incorrect answer image to be included in the options together with the correct answer image, it still takes time to create the incorrect answer image. In addition, although the patent document 3 describes that the answers of a plurality of worm-eaten parts are arranged as options, all the answers included in the options are correct answer images of the plurality of worm-eaten parts. There is no description about creating an incorrect answer image in addition to the correct answer images.
Therefore, the worm-eaten problem creating means includes a correct-answer image registering means for registering an image of the worm-eaten part selected by the worm-eaten part selecting means as a correct answer image; An error image registration means for registering images of a plurality of specific areas as one or a plurality of incorrect answer images, and registered by the correct answer image registration means and the correct answer image registration means. It is desirable to create worm-eaten problem information including erroneous answer images. As a result, the correct answer image and the incorrect answer image can be selected on the image of the document content, so that the trouble of creating the correct answer image and the incorrect answer image can be reduced.

  The present invention also provides an image display means for displaying the document content as an image, an operation unit for accepting an operation from a user, and an operation for creating worm-feeding problem information from the image of the document content based on an instruction from the operation unit. A teaching material creation support program for causing a computer having a scanning unit to support teaching material creation, wherein the calculation unit selects a specific region in the image of the document content specified by the operation unit as a worm-eaten portion The worm-eaten location selection procedure, the worm-eaten group setting procedure for setting the two or more selected worm-eaten portions as one worm-eaten group, and the worm-eaten problem information indicating questions for two or more worm-eaten points included in the set worm-eaten group The worm-eaten problem creating procedure is executed, and the worm-eaten problem creating procedure includes the worm-eaten group creating procedure. Includes a series vermicular problems created To create a vermicular problem information indicating the question for a series of wormholes portion obtained by connecting two or more wormholes locations included in, it may be regarded as a teaching material creation support program.

  According to the present invention, two or more worm-feeding locations are set as one worm-eaten group in a configuration in which an area can be designated on the image of the manuscript content and an worm-eater location can be arbitrarily selected. Can create worm-eaten problems. Therefore, for example, a worm-eaten problem for asking about a combination of contents entering each of two or more worm-eaten parts, or two or more worm-eaten parts separated by including a line feed, etc. It is possible to create problems.

Hereinafter, embodiments of the present invention will be described with reference to the accompanying drawings so that the present invention can be understood. The following embodiment is an example embodying the present invention, and does not limit the technical scope of the present invention.
Here, FIG. 1 is a schematic configuration diagram of the teaching material creation support apparatus X according to the embodiment of the present invention, and FIG. 2 is a procedure of teaching material creation support processing executed by the teaching material creation support apparatus X according to the embodiment of the present invention. FIG. 3 is a diagram illustrating an example of a teaching material created by the teaching material creation support process, FIG. 4 is a diagram illustrating an example of a data structure of the teaching material created by the teaching material creation support process, and FIG. FIG. 18 is a diagram for explaining an example of screen transition in the teaching material creation support process.
As shown in FIG. 1, a teaching material creation support apparatus X according to an embodiment of the present invention includes a CPU 1, a general-purpose memory 2, a manuscript database 3, a teaching material database 4, an operation unit 5, a display unit 6, a communication unit 7, and the like. It is a computer.
The teaching material creation support apparatus X uses the later-described teaching material creation support process (refer to the flowchart of FIG. 2), and in response to a user operation on the operation unit 5, the worm bite (clogging) problem with respect to the document stored in the document database 3 This is a device for creating teaching materials. The teaching material created by the teaching material creation support device X can be used, for example, in an e-learning system (a learning system on the Web) or output on paper.

The CPU 1 controls the teaching material creation support apparatus X in an integrated manner by executing a control program stored in advance in the general-purpose memory 2. The CPU 1 executes a predetermined processor (arithmetic apparatus) according to the present invention. It is an example. Specifically, the CPU 1 executes a learning material creation support process (see the flowchart of FIG. 3) described later by executing a learning material creation support program stored in advance in the general-purpose memory 2.
The general-purpose memory 2 is a non-volatile memory that stores a control program such as a teaching material creation support program executed by the CPU 1 and work data read and written in various processes executed by the CPU 1. For example, flash memory.

The manuscript database 3 is a storage means for storing manuscript data used as teaching materials. The learning material database 4 is storage means for storing learning material data created by a learning material creation support process described later. Each of the manuscript database 3 and the teaching material database 4 is two storage areas set in a storage device such as one hard disk. Further, the manuscript database 3 and the learning material database 4 may be storage means such as a hard disk externally connected to the learning material creation support apparatus X.
The operation unit 5 is a user interface having a keyboard 51 and a mouse 52, and inputs a signal corresponding to a user operation on the keyboard 51 and mouse 52 of the operation unit 5 to the CPU 1.
The display unit 6 is a liquid crystal display or the like that displays the document stored in the document database 3 as an image as controlled by the CPU 1.

The communication unit 7 is a communication unit that performs communication processing with the information processing apparatus Y, the scanner apparatus Z, the printer apparatus P, and the like connected to the teaching material creation support apparatus X via a predetermined network.
For example, the communication unit 7 receives document data from the information processing apparatus Y and transmits teaching material data to the information processing apparatus Y. Further, the communication unit 7 receives document data read by the scanner device Z from the scanner device Z. At this time, the document data received from the information processing device Y or the scanner device Z by the communication unit 7 is stored in the document database 3.
Further, the communication unit 7 prints teaching material data on the printer device P by transmitting the teaching material data to the printer device P in response to a control instruction from the CPU 1.

Hereinafter, with reference to the flowchart of FIG. 2, an example of a teaching material creation support process executed by the CPU 1 according to the teaching material creation support program in the teaching material creation support apparatus X will be described. In the figure, S1, S2,... Represent processing procedure (step) numbers. The educational material creation support program is a software program for causing the CPU 1 to execute the following processing procedure.
The learning material creation support process is executed by the CPU 1 when a request for execution of the learning material creation support program is made by a user operation on the operation unit 5. It is also conceivable that the CPU 1 executes the teaching material creation support process in response to reception of document data from the information processing apparatus Y. In this case, various user operations in the teaching material creation support process may be performed remotely from the information processing apparatus Y.

[Step S1]
First, in step S1, the CPU 1 determines whether or not there is an interruption process depending on whether or not the teaching material creation support process executed previously is interrupted in the middle as a work history information. to decide. The work history information is information stored in the general-purpose memory 2 by the CPU 1 when a user operation for interrupting the processing is performed during the execution of the teaching material creation support processing.
Here, when the CPU 1 determines that there is an interrupted teaching material creation support process based on the work history information (Yes side of S1), the CPU 1 shifts the process to step S101 and determines that it does not exist. In the case (No side of S1), the process proceeds to step S2.

[Steps S101 to S102]
In step S101, the CPU 1 displays an inquiry as to whether or not to resume the previously interrupted teaching material creation support process on the display unit 6, and waits for a user operation of the operation unit 5 performed according to the display.
If the CPU 1 determines that a user operation for resuming the interrupted teaching material creation support process has been performed (Yes in S101), the CPU 1 shifts the process to step S102 and does not resume the user operation. If it is determined that the process has been performed (No in S101), the process proceeds to step S2. In step S102, the CPU 1 restarts the interrupted teaching material creation support process from the middle based on the work history information stored in the general-purpose memory 2.

[Steps S2 to S3]
In steps S2 to S3, the CPU 1 has a problem format of the teaching material to be created as a “description format” in which the problem is freely described, or a “worm-eating format” in which a part of the content of the manuscript is hidden and the answer is asked. Is displayed on the display unit 6 and a user operation of the operation unit 5 performed in accordance with the display is awaited (No in S2 and S3).
If the CPU 1 determines that a user operation has been performed to the effect that the problem format of the educational material to be created is “description format” (Yes in S2), the process proceeds to step S201, When it is determined that the user operation indicating "is performed" (Yes side of S3), the process proceeds to step S4.
In step S201, the CPU 1 executes a process for creating a “description format” problem, and ends the teaching material creation support process. Specifically, in step S201, a question of “description format” is created by registering question information and correct answer information for the question information in accordance with a text input by an operation input of the keyboard 51 of the operation unit 5 by the user.

[Steps S4 to S5]
On the other hand, in step S4, the CPU 1 displays on the display unit 6 an inquiry for selecting document data to be a target of the worm-eaten teaching material, and waits for a user operation of the operation unit 5 performed according to the display. Specifically, the CPU 1 accesses the document database 3, reads a list of document data stored in the document database 3, and displays the document data list on the display unit 6, thereby the document data. Let me select one of these. It is also possible to select a plurality of document data included in the folder by selecting a folder set in the document database 3, and in this case, the following processing is executed for each document data. Is done.
If the CPU 1 determines that a user operation for selecting any document data has been performed (Yes in S4), the process proceeds to step S5.
In step S5, the CPU 1 reads the original data selected in step S4, displays an inquiry for selecting a page for which a problem is to be created for the original data on the display unit 6, and follows the display. In response to a user operation of the operation unit 5 to be performed, a page to be a problem creation target is determined. Here, one or a plurality of pages are selected as problem creation target pages.

[Steps S6 to S10]
When the problem creation target page is selected in step S5, the CPU 1 starts selecting worm-eating sites (S6 to S10) for each of the selected target pages.
At this time, in step S10, the CPU 1 determines whether or not selection of worm-eating sites has been completed for all the problem creation target pages in the document data. And when said CPU1 judges that selection of the worm-eating part was complete | finished about all the target pages (Yes side of S10), it transfers a process to step S11. On the other hand, when the CPU 1 determines that selection of worm-eating sites for all target pages has not been completed (No side of S10), the process returns to step S6 to select worm-eating sites for the next target page. .

[Step S6]
First, in step S6, the CPU 1 causes the display unit 6 to display the document content of the problem creation target page in the document data as an image. Here, the CPU 1 and the display unit 6 when executing such display processing are examples of image display means.
At this time, if the document data is image data, the CPU 1 may display the image data of the page on the display unit 6 as it is. On the other hand, if the document data is text data (Word data or the like) or spreadsheet data (Excel data or the like) and is not image data, the CPU 1 converts the document data into image data and then converts the data. Is displayed on the display unit 6.

[Step S7]
Then, the CPU 1 makes an inquiry as to whether or not it is necessary to specify a point of interest (problem content area) to be used as the problem content of the worm eating problem for the target page displayed on the display unit 6 in the step S6. Displayed on the display unit 6 and waits for a user operation of the operation unit 5 performed according to the display. Specifically, when the entire target page is used as the problem content (problem sentence), it is not necessary to specify the point of interest, but when only a part of the target page is used as the problem content, the partial area is defined as Designate as a point of interest.
If the CPU 1 determines that a user operation has been performed to designate the point of interest (Yes in S7), the process proceeds to step S701, and a user operation to not designate the point of interest is performed. If it is determined that it has been made (No side of S7), the process proceeds to step S8.

[Steps S701 to S705]
In step S701, the CPU 1 uses the region arbitrarily designated by the user operation of the operation unit 5 on the image of the document content displayed on the display unit 6 as the problem content of the worm-feeding problem. Set as. Specifically, the user designates an area on the screen of the display unit 6 by operating the mouse 52 of the operation unit 5. Information on the point of interest designated here is stored in the general-purpose memory 2 by the CPU 1. Here, the CPU 1 when executing the process for designating the point of interest corresponds to the problem content area designating means.
Subsequently, in step S702, the CPU 1 causes the display unit 6 to display an image including at least the portion of interest specified in step S701. For example, the display unit 6 displays an image of only the point of interest, or an entire or partial image of the target page including the point of interest.

In step S <b> 703, the CPU 1 selects an area arbitrarily designated by the user operation of the operation unit 5 in the image of the point of interest displayed on the display unit 6 as a worm-eating point. Specifically, the user designates an area on the screen of the display unit 6 by operating the mouse 52 of the operation unit 5. Information on the worm-eaten part selected here is stored in the general-purpose memory 2 by the CPU 1. In this way, the CPU 1 when executing the process for selecting the worm-eating part in the step S703 corresponds to the worm-eating part selection means. Moreover, the processing procedure for selecting the worm-eaten spot executed by the CPU 1 corresponds to the worm-eat spot selection procedure.
In step S704, the CPU 1 displays an inquiry as to whether or not the selection of the worm-eating site for the current site of interest specified in step S701 is to be terminated, and the user of the operation unit 5 is performed according to the display. Wait for operation. If the CPU 1 determines that a user operation has been performed to end the selection of the worm-eating site for the current site of interest (Yes in S704), the process proceeds to step S705.
On the other hand, if it is determined that a user operation has been performed to continue the selection of the worm-eating part for the current point of interest (No in S704), the process returns to step S703 to select the next worm-eating part. Thereby, in the said step S701-S704, selection of the one or several worm-eaten location is performed about the said attention location.

In step S705, the CPU 1 displays an inquiry as to whether or not to finish the selection of the worm-eating site for the current target page displayed on the display unit 6, and the user operation of the operation unit 5 performed according to the display. Await.
If the CPU 1 determines that a user operation has been performed to end selection of the worm-eating portion for the target page (Yes in S705), the process proceeds to step S10. As described above, in step S10, the CPU 1 determines whether or not selection of worm-eating sites for all target pages has been completed.
On the other hand, if it is determined that a user operation has been performed to continue the selection of the worm-eating part for the target page (No in S705), the process returns to step S701, and the process for specifying the next point of interest is executed. To do.

[Steps S8 to S9]
On the other hand, when the point of interest is not designated, the CPU 1 sets an area arbitrarily designated by the user operation of the operation unit 5 on the image of the target page displayed on the display unit 6 as a worm-eating portion in step S8. Select. When the image of the entire target page cannot be displayed, the CPU 1 sequentially displays the contents of the target page by scrolling the display content of the display unit 6 in accordance with the user operation of the operation unit 5.
Information on the worm-eaten part selected here is stored in the general-purpose memory 2 by the CPU 1. Thus, the CPU 1 when executing the process for selecting the worm-eating part in the step S8 corresponds to the worm-eating part selection means.

In step S9, the CPU 1 displays an inquiry as to whether or not the selection of the worm-eating site for the current target page displayed on the display unit 6 is to be finished, and the operation unit 5 is performed according to the display. Wait for user operation.
If the CPU 1 determines that a user operation has been performed to end selection of the worm-eating portion for the target page (Yes in S9), the process proceeds to step S10. As described above, in step S10, it is determined by the CPU 1 whether or not selection of worm-eating sites for all the target pages has been completed.
On the other hand, if it is determined that the user operation for continuing the selection of the worm-eating part for the target page has been performed (No side of S9), the process returns to step S8, and the process for selecting the next worm-eating part is performed. Execute.
Note that, as a method for determining the end of selection of worm-eating sites in step S704 and step S9, an upper limit number of worm-eating sites that can be selected for the target site and target page is set, and the number of selected worm-eating sites is the upper limit. When the number is reached, it may be determined that the selection of the worm-eating part is completed. Similarly, regarding the designation of the point of interest in step S705, the upper limit number of the point of interest may be set, and it may be determined to end when the number of designated points of interest reaches the upper limit number.

[Steps S11 to S13]
When the selection of the worm-eating part for the manuscript data is completed, in subsequent steps S11 to S13, the line feed correction and the combination setting of the selected worm-eating part are performed for each of the problem creation target pages in the manuscript data. As will be described below, the line feed correction and the combination setting involve a process of setting two or more worm-eaten parts selected in steps S6 to S10 as one worm-eaten group. The CPU 1 corresponds to group setting means. The processing procedure for setting the worm-eaten group executed by the CPU 1 corresponds to a group setting procedure.
At this time, in step S13, the CPU 1 determines whether or not line feed correction and combination setting have been completed for all of the problem creation target pages in the document data. If the CPU 1 determines that the line feed correction and the combination setting have been completed for all target pages (Yes in S13), the process proceeds to step S14. On the other hand, when the CPU 1 determines that line feed correction and combination setting have not been completed for all target pages (No side in S13), the process returns to step S11, and line feed correction and combination settings are performed for the next target page. (S11 to S12) are performed.

Specifically, in step S11, the CPU 1 causes the display unit 6 to display an inquiry as to whether or not there is a worm-feeding portion that needs to be line feed corrected among the selected worm-feeding portions, and according to the display. A line feed correction process is performed according to the user operation of the operation unit 5 to be performed.
Here, the line feed correction processing is divided into two or more by a line break on the image displayed on the display unit 6, but two or more worm eaters that should be treated as a series of worm eaters originally. This is a process of connecting the places as one worm-eaten group in order to handle the parts as if there were no line breaks. Thereby, after that, two or more worm-eaten places set as the worm-eaten group can be handled as a series of worm-eaten places. Information about the worm-eaten group set here is stored in the general-purpose memory 2 by the CPU 1.

Next, in step S12, the CPU 1 causes the display unit 6 to display an inquiry as to whether or not there is a worm-feeding portion that needs to be set in combination among the selected worm-feeding portions. A combination setting process is performed in accordance with the user operation of the operation unit 5 to be performed.
Here, the combination setting process is a process for grouping two or more worm-feeding portions in order to create a worm-feeding problem for asking a combination of contents entering each of two or more worm-feeding portions. Information about the worm-eaten group set here is stored in the general-purpose memory 2 by the CPU 1.

[Steps S14 to S16]
In steps S14 to S16, the CPU 1 registers question information and correct / incorrect information for each of the worm-eating parts or worm-eating groups selected so far, so that each worm-eating part lies down and asks for its answer. Create a problem. In the worm-eaten problem created at this time, when the point of interest is specified, the point of interest is used as the problem content, and when the point of interest is not specified, the entire page is used as the problem content. It is done. Here, the CPU 1 when executing such a problem creation process corresponds to a worm-eaten problem creation means. Further, the processing procedure for creating the worm eating problem executed by the CPU 1 corresponds to the worm eating problem creating procedure.
At this time, the CPU 1 determines in step S16 whether or not the problem creation for all worm-eaten parts and worm-eaten groups has been completed, and if completed (Yes side of S16), the process proceeds to step S17. Let On the other hand, when the worm-eaten part or worm-eaten group which has not created the problem remains (No side of S16), the process returns to step S14, and the problem is created for the next worm-eaten part or worm-eaten group (S14 to S15). )I do.

Specifically, in step S <b> 14, the CPU 1 registers question information about the worm-eaten part or the worm-eaten group in accordance with a user operation of the operation unit 5. For example, “Select the words that fall within (?) From the following choices”, “Select the combination of words that fall within (?), (?) From the following choices”, “(?) Question information such as “Describe the words that go inside” is registered.
At this time, the CPU 1 can create not only one problem for the worm-eaten part but also one worm-eatage problem for the worm-eaten group. Here, the CPU 1 when executing the problem creation processing corresponds to group problem creation means. Further, the processing procedure for creating one worm eating problem for the worm eating group executed by the CPU 1 corresponds to a group problem creating procedure.
More specifically, the CPU 1 asks the contents of the worm-eaten group set by the line feed correction process in the step S11 to enter a series of worm-eaten parts connecting two or more worm-eaten parts included in the worm-eaten group. Can create worm-eating problems. Here, the CPU 1 when executing such processing corresponds to a series of worm-feeding problem creating means.
Further, the CPU 1 selects “a combination of words contained in (?), (?) From the following options” for the worm-eaten group set by the combination setting process in the step S12. , It is possible to create a worm-eaten problem for asking a combination of contents in each of two or more worm-eaten parts included in the worm-eaten group. Here, the CPU 1 when executing such processing corresponds to a worm-eaten combination problem creating means.

Then, in step S15, the CPU 1 registers correct / incorrect contents regarding the question information registered in step S14 in response to a user operation of the operation unit 5.
For example, when the question information is “Select a word that falls within (?) From the following options”, a plurality of options including correct answers and incorrect answers are registered. Similarly, when the question information is “Select a combination of words in (?), (?) From the following options”, the combination of the contents in the two (?) A plurality of options including correct answers and incorrect answers are registered.

At this time, it is conceivable that the CPU 1 registers the image present at the worm-eaten portion selected by the user operation of the operation unit 5 as a correct answer image as it is. Here, the CPU 1 when executing such processing corresponds to a correct image registration means. Note that the process of using the image of the worm-eaten portion as the correct answer image may be automatically performed or may be performed in response to an operation input of the operation unit 5 by the user. Good.
Further, it is considered that the CPU 1 registers an image of an area arbitrarily designated by the user operation of the operation unit 5 on the image of the document content displayed on the display unit 6 as one of the wrong answer images as it is. It is done. If a plurality of areas are designated, the CPU 1 registers each image in that area as an erroneous answer image. Here, the CPU 1 when executing such processing corresponds to an erroneous answer image registration means.
As a result, the CPU 1 creates a worm-eaten problem in a form in which an image that enters the worm-eat location is selected from a plurality of options including the correct image and the incorrect image. Therefore, the user can easily register the correct answer image and the incorrect answer image by intuitively operating the mouse 52 on the screen of the display unit 6, and can save time and effort for creating a worm-eaten problem. Can be reduced.
In addition, the structure which the said CPU1 registers with reference to the said correct answer image and the said incorrect answer image from the image information previously memorize | stored in the said general purpose memory 2 according to the user operation of the said operation part 5 is also considered.

[Step S17]
In step S17, the CPU 1 reads out information about each worm eating problem created by the processing before step S16 from the general-purpose memory 2, and generates teaching material data in which each worm eating problem is arranged in a preset layout or the like. And output to the teaching material database 4. In the teaching material creation support process, the CPU 1 temporarily stores the results of each processing procedure in the general-purpose memory 2, but the information may be stored in the teaching material database 4 each time.
In the step S17, the CPU 1 may output the teaching material data to the information processing apparatus Y or the printer apparatus P. Here, the teaching material data generated by the CPU 1 may be, for example, PDF data, image data, text data, or compressed data such as Zip format. The compressed data includes, for example, document data, image data such as a point of interest and a worm-eating portion, and CSV data (see FIG. 4) such as the question information and the correct / incorrect information.
As described above, in the teaching material creation support apparatus X, two or more worm-eaten parts can be selected as one worm-eaten group in a configuration in which an area can be designated on an image of a manuscript and an worm-eaten part can be arbitrarily selected. You can set up and create one worm-eating problem for that group.
Therefore, for example, a worm-eaten problem for asking about a combination of contents entering each of two or more worm-eaten parts, or two or more worm-eaten parts separated by including a line feed, etc. It is possible to create problems.

Hereinafter, an example of the transition of the display screen of the display unit 5 in the teaching material creation support process (see the flowchart of FIG. 2) executed by the CPU 1 will be described with reference to the flowchart of FIG. To do. The contents of the display screen described here are merely examples.
Here, in the teaching material creation support process, among the manuscript data including pages 1 to 3 shown in FIGS. 3A to 3C, the worm-eaten problem (questions 1 to 1) shown in FIG. An example will be described in which Question 4) is created and the worm-eaten problem (questions 5 to 7) shown in FIG. 3E is created for the third page. At this time, in the learning material creation support process, for example, learning material data is created in the data format shown in FIG. 4 and stored in the learning material database 4. Specifically, in the learning material data shown in FIG. 4, the image data of each page of the manuscript data, which is sequentially registered in accordance with the learning material creation support process, whether each of the image data is a problem creation target, , Various information about worm-eaten parts, group settings, question numbers, question information, correct / incorrect information, attached information, and the like. As described above, the learning material database 4 may be stored in the general-purpose memory 2 during the execution of the learning material creation support process, and then stored in the learning material database 4.

[Step S1]
When the CPU 1 determines in step S1 that there is a previously interrupted teaching material creation support process (Yes side of S1), in the subsequent step 101, as shown in FIG. A pop-up window for inquiring the user whether to resume or not is displayed on the display unit 6. Thus, the user selects either “create from the middle” or “create from the beginning” by operating the operation unit 5 in accordance with the display on the display unit 6.
Here, when “create from the middle” is selected, the CPU 1 determines that the interrupted teaching material creation support process should be resumed (Yes in S101), and shifts the process to step S102. If “create from the beginning” is selected, the CPU 1 determines that the interrupted teaching material creation support process is not resumed (No in S101), and the process proceeds to step S2.

[Steps S2 to S3]
In steps S <b> 2 to S <b> 3, the CPU 1 displays a pop-up window (see FIG. 5B) on the display unit 6 for allowing the user to select the question format of the teaching material to be created. As a result, the user operates the operation unit 5 according to the display on the display unit 6 to select either “worm-eaten format” or “description format”.
Here, when “worm eating format” is selected, the CPU 1 shifts the process to step S4, and when “description format” is selected, the CPU 1 shifts the process to step S201.
In step S201, as shown in FIGS. 5C to 5E, the number of problems to be created (FIG. 5A), question information (FIG. 5B), A display screen for inputting information (FIG. 5 (c)) is displayed. As a result, the user operates the keyboard 51 of the operation unit 5 in accordance with the display on the display unit 6 to solve the problem of the description format. create.

[Step S4]
In step S4, as shown in FIG. 6A, the CPU 1 makes an inquiry to the display unit 6 as to which of the document data stored in the document database 3 is to be used as a teaching material. Display. Here, as shown in FIG. 6A, when the document data is dragged and dropped to a predetermined location, the CPU 1 registers the document data as a teaching material creation target. However, the present invention is not limited to this. For example, a list of data stored in the manuscript database 3 may be displayed and the target data may be registered by selecting the target data from the list.
Here, by selecting the original data consisting of the three pages of FIGS. 3A to 3C, the original data is read out and registered in the teaching material data as shown in FIG. In the teaching material data shown in FIG. 4, the image data of the first to third pages of the document data are registered as “1.jpg”, “2.jpg”, and “3.jpg”.
Note that the upper right part of the display screen of the display unit 5 shown in FIG. 6A shows the current progress of the teaching material creation support process, and the “reference area” below it is the current display page. This is an area where information such as cautions is displayed. The lower part of the “reference area” is an area in which various operation buttons operated by the user operation of the operation unit 5 are displayed. Furthermore, the lower left part in FIG. 6A is a display area for instructions to the user for helping the progress of the teaching material creation support process. An arrow on the display screen of the display unit 5 indicates a pointer of the mouse 52 of the operation unit 5. The same applies to other drawings.

[Step S5]
In step S5, as shown in FIGS. 6B to 6D, the CPU 1 makes an inquiry as to whether or not each of the first to third pages of the document data is a problem creation target. 6 to display.
Here, the image data on the first and third pages is selected as the target (“is”), and the image data on the second page is selected as the non-target (“not required”), which is registered in the teaching material data shown in FIG. Is done. In the teaching material data shown in FIG. 4, “1” indicates that the subject is a problem creation target, and “0” indicates that the subject is not.
When the selection of whether or not each of the first to third pages of the document data is to be subject to problem creation is completed, the CPU 1 inquires whether to confirm the contents or to proceed to the next processing ( FIG. 6E is displayed on the display unit 6. As a result, the user operates the operation unit 5 according to the display on the display unit 6 to select either “proceed to the next” or “confirm”.
Here, when “proceed to the next” is selected, the CPU 1 shifts the processing to the step S6, and when “confirm” is selected, the CPU 1 displays the contents selected in the step S5. This is displayed on part 6.

[Steps S6 to S7]
In steps S6 to S7, as shown in FIG. 7A, the CPU 1 first displays the image of the first page on the display unit 6 and displays an inquiry as to whether or not to set a point of interest for the page. Let As a result, the user operates the operation unit 5 in accordance with the display on the display unit 6 to select either “whole” or “partially cut out”.
Here, when “the whole” is selected, the CPU 1 determines that it is not necessary to set a target location, and the process proceeds to step S8, and when “partial cutout” is selected, the CPU 1 It is determined that it is necessary to set a location, and the process proceeds to step S701.
At this time, for the first page, as shown in FIG. 3 (d), the whole is used for the problem contents, and therefore the whole screen is selected, and the process proceeds to step S8. In this case, the CPU 1 determines that the point of interest for the first page is the entire page, and registers “1-1.jpg”, which is the entire image of the first page, as the point of interest (see FIG. 4). ).
As will be described later, since a plurality of problem contents are used for the third page as shown in FIG. 3E, “partial cutout” is selected and the process proceeds to step S701.

[Step S8]
In step S8, as shown in FIGS. 7B to 7D, the first page image of the document data is displayed on the display unit 6, and the user operates the mouse 52 as the worm-eaten portion. A point (area) to be selected is arbitrarily designated. When the point is designated, a pop-up window as to whether or not this area is acceptable is displayed as shown in FIG. As a result, the user selects “OK” or “Redo” by operating the operation unit 5 in accordance with the display on the display unit 6.
The process of step S8 is repeatedly executed until the selection of all the worm-eating sites on the first page is completed (No side of S9).
Here, as shown in FIG. 7F, whether or not the selection of the worm-eaten portion is completed is determined by allowing the user to select either “continue clipping” or “already good”. Also, as shown in FIG. 7 and FIG. 8, the worm-eaten sites selected for the page are counted, and when the count reaches five, which is a preset upper limit, Judge that the selection of worm-eaten parts has been completed.
Here, in step S8, as shown in FIG. 7 and FIG. 8, a total of five worm-feeding locations of “this is a sample image”, “1”, “page”, “sample image”, and “page” are selected. The image data of the worm-eaten part is registered in the teaching material data as shown in FIG. Specifically, as shown in FIG. 4, the image data of “This is a sample image”, “1”, “the page”, “sample image”, and “page” are “1-1-1.jpg”. To “1-1-5.jpg”. Since there is one point of interest for the first page, “1-1-1.jpg” to “1-1-5.jpg”, which are image data of worm-eaten portions, are the one portion of interest. It is registered as being included in “1-1.jpg”.

[Step S6]
Then, when selection of the worm-eating part for the first page is completed (Yes side of S9), the CPU 1 returns the process to Step S6 (No side of S10), and the worm-eating part for the next third page is selected. Start selection.
Specifically, as shown in FIG. 9A, the CPU 1 displays the image of the third page on the display unit 6 and displays an inquiry as to whether or not to set a point of interest for the page. As a result, the user operates the operation unit 5 in accordance with the display on the display unit 6 to select either “whole” or “partially cut out”.
At this time, for the third page, as shown in FIG. 3 (e), since three points of interest are used as problem contents, “partial cutout” is selected, and the process proceeds to step S701.

[Step S701]
In step S701, the image of the third page of the document data is displayed on the display unit 6 and, as shown in FIGS. The area to be specified is arbitrarily specified.
When the point of interest is designated, a pop-up window as to whether or not the area is acceptable is displayed as shown in FIG. As a result, the user selects “OK” or “Redo” by operating the operation unit 5 in accordance with the display on the display unit 6.

[Steps S702 to S703]
Next, in steps S702 to S703, the mouse by the user performed in the target location in the state where the image including the target location specified in step S701 is displayed on the display unit 6 (FIG. 10A). By the operation 52 (similar to FIGS. 7C to 7E), a point (region) to be selected as a worm-eaten portion is arbitrarily designated. Here, as shown in FIG. 10B, “total three” are selected as worm-eaten locations.
The process of step S703 is repeatedly executed until selection of all worm-eating sites in the target site specified in step S701 is completed (No in S704). Specifically, as shown in FIG. 10 (c), an inquiry as to whether or not to select the next worm-eaten location is displayed on the display unit 6. If “continue clipping” is selected here, the process proceeds to step S703. If “more” is selected, the process proceeds to step S705.

In step S705, the CPU 1 displays an inquiry as to whether or not to designate the next point of interest on the display unit 6 (see FIG. 10D). Here, if “continue cutout” is selected, the process proceeds to step S701. If “end” is selected, it is determined that it is not necessary to specify a point of interest, and the process proceeds to step 10. To do. Also, as shown in FIG. 12 (g), when the designated number of points of interest reaches three, which is a preset upper limit number, the process proceeds to step S10.
Here, by repeating the steps S701 to S705, the designation of each of the three points of interest and the selection of the worm-eating portion at each of the points of interest are performed as shown in FIGS. As a result, as shown in FIG. 4, “3-1.jpg”, “3-2.jpg”, and “3-3.jpg” are registered in the teaching material data as the three points of interest for the third page. The In addition, the worm-eating part “3-1-1.jpg” is registered for the attention part “3-1.jpg”, and the worm-eating part “3-2-1.jpg” and “ 3-2-2.jpg ”is registered, and the worm-eaten location“ 3-3-1.jpg ”is registered for the location of interest“ 3-3.jpg ”.

[Steps S11 to S12]
In step S11, the CPU 1 performs line feed correction as necessary for the worm-eaten part selected in steps S6 to S10.
Specifically, first, as shown in FIG. 13A, the necessity of line feed correction for the first page is asked. Here, when “line feed correction” is selected, as shown in FIG. 13B, a display for selecting a plurality of worm-feeding portions to be set as one worm-eaten group and confirming the selection is displayed. Part 6 is made.
Here, since it is necessary to perform line feed correction for “1” and “page”, the user can eat two worms of “1” and “page” as shown in FIGS. By selecting locations, they are set as one worm-eaten group. Information about the worm-eaten group set here is registered in the teaching material data as shown in FIG. Specifically, in the teaching material data shown in FIG. 4, “1” indicates that group setting is performed as line feed correction, and “0” indicates that group setting is not performed as line feed correction. When a plurality of groups are set, each of the groups is different from, for example, “1”, “2”, “3”,. What is necessary is just to distinguish by making it into a numerical value.
Then, as shown in FIG. 13E, when “None” is selected, the setting for line feed correction for the first page is terminated, and the process proceeds to step S12. In FIG. 13 (e), when “line feed correction” is selected, line feed correction is performed for other worm-eating portions.
In step S12, as shown in FIG. 13 (f), the necessity of combination setting for the first page is asked. Here, since there is no need to perform the combination setting for the first page, “None” is selected.

When the line feed correction and the combination setting for the first page are completed, the CPU 1 performs the line feed correction and the combination setting for the third page. Here, since line feed correction is not required for the third page, “not particularly” is selected in step S11 as shown in FIG.
On the other hand, for the third page, since it is necessary to create a problem by combining “target” and “non-target”, in step S12, as shown in FIG. Is selected. In step S12, a plurality of worm-feeding places set as one worm-feeding group are selected, and a display for confirming the selection is displayed on the display unit 6. Here, as shown in FIGS. 14 (c) to (e), the user selects two worm-eating sites of “target” and “non-target” so that the CPU 1 makes them one worm-eaten group. Let it be set.
Information about the worm-eaten group set here is registered in the teaching material data as shown in FIG. Specifically, in the teaching material data shown in FIG. 4, “1” indicates that there is a group setting as a combination setting, and “0” indicates that there is no group setting as a combination setting. When a plurality of groups are set, each group has a different numerical value such as “1”, “2”, “3”, etc. except for “0”. What is necessary is just to distinguish by.
Further, in the combination setting, the combination order of the plurality of worm-eaten portions is set. Specifically, in the teaching material data shown in FIG. 4, the “target” selected first is registered as the “1” th, and the “non-target” selected later is registered as the “2” th. As a result, as shown in FIG. 3E, it is possible to create a question that asks for a combination of words that fall within the order of “target” and “non-target”.
Then, as shown in FIG. 14 (f), when “None” is selected, the combination setting for the third page is terminated, and the process proceeds to step S13. In FIG. 14 (f), when “select combination” is selected, combination settings for other worm-eating sites are performed.

[Steps S14 to S16]
In steps S14 to S15, as shown in FIGS. 15A to 15D, the CPU 1 causes the display unit 6 to display an input screen for registering question information and correct / incorrect information for each of the worm-feeding portions. . Thereby, the user registers the question information and correct / incorrect information about each of the worm-eating portions by operating the operation unit 5 in accordance with the display on the display unit 6.
Specifically, first, as shown in FIG. 15A, an input screen for selecting question information about the first worm-eaten portion on the first page is displayed. Here, as shown in FIG. 15 (b), when question information in a format to be answered from the options is selected, as shown in FIG. 15 (c), a plurality of options are input as answer candidates for the question information. The input screen is displayed. And as shown in FIG.15 (d), when the four choices of the question information are input, the information will be registered into the teaching material data shown in FIG. Specifically, for “This is a sample image”, which is the first worm-eating part, the correct answer “This is a sample image” and the wrong answers “This is a sample image”, “That is a sample image”, “ A total of four options, “it is a sample image”, are registered. Thereby, the question 1 of the worm-eaten problem shown in FIG. 3D is created.

At this time, if “free description” is selected from the question information displayed in FIG. 15A, an input screen for inputting the correct answer is displayed, and the correct answer is input.
Further, as described above, in step S15, an image of an area that is intuitively designated on the screen of the display unit 6 can be used as the image data used for a correct answer or an incorrect answer. Specifically, when a “reference” button displayed next to the correct answer or the incorrect answer is selected, a screen for specifying the area is displayed. As for the correct answer, it is conceivable that the image data of the worm-eaten part is automatically input by the CPU 1. It is also possible to select correct or incorrect image data from pre-stored image files.
Then, as shown in FIG. 16, the question information and correct / incorrect information for each of the worm-eating portions on the first page selected in the teaching material creation support process are registered by the same procedure. Thereby, as shown in FIG.3 (d), the questions 2-4 of a worm-eaten problem are created.
Here, in the teaching material creation support process, the worm-eaten locations “1” and “page” are set as one worm-eaten group by line feed correction in step S11. As shown in (1), it is possible to create a problem by regarding that one worm-eaten group as one worm-eaten part.

Thereafter, when the problem creation for the first page is completed, the problem creation for the third page is then executed as shown in FIGS. Here, since the point of interest is specified for the third page, as shown in FIGS. 17A to 17F, each point of interest is displayed, and a question about the worm-eaten point in the point of interest is displayed. Information and correct / incorrect information are registered. As a result, as shown in FIG. 3E, questions 5 to 7 are created, which are worm-eating problems in which the point of interest is the problem content and the worm-eating portion is obstructed in the problem content.
At this time, in the teaching material creation support process, the “target” and “non-target” worm-eaten portions are set as one worm-eaten group by the combination setting in step S12. As shown in d), a problem can be created by regarding that one worm-eaten group as one worm-eaten part. Specifically, a worm-eaten problem is created to select a combination of keywords that fall within “target” and “non-target”.

Then, as shown in FIG. 17 (f), when a user operation for ending creation of teaching material data for the document data is performed in the teaching material creation support process, the CPU 1 displays the processing shown in FIG. 18 (a). As shown, the display unit 6 displays an inquiry as to whether the operation is completed, processing contents are temporarily saved and terminated, discarded and terminated, or termination is canceled. As a result, when the user selects “completion of work” by operating the operation unit 5, the CPU 1 shifts the process to step S 17, and the worm-eaten problem created in the teaching material creation support process is preset. The teaching material data (see FIGS. 3D and 3E) arranged in a layout is created. In each of the worm-eating problems, correct answers included in the correct / incorrect information and incorrect answers 1 to 3 are arranged in any order.
When “temporarily save and end” is selected, the CPU 1 stores the state of the teaching material creation support process up to the middle as work history information in the general-purpose memory 2 and then executes the teaching material creation support process. Terminate. On the other hand, if “discard and end” is selected, the CPU 1 does not save the state of the teaching material creation support process until the middle of the learning material creation process, but discards it and ends the teaching material creation support process. Let If “Cancel” is selected, the teaching material creation support process is continued.

  When a user operation for ending the creation of a question is performed on the operation unit 5 during the execution of the teaching material creation support process, the CPU 1 performs processing contents as shown in FIG. Is displayed on the display unit 6 as to whether to temporarily save and terminate, discard and terminate, or cancel termination. As a result, when the user selects “Temporarily Save and End” by operating the operation unit 5, the CPU 1 stores the state up to the middle of the teaching material creation support process in the general-purpose memory 2 as work history information. Then, the teaching material creation support process is terminated. On the other hand, if “discard and end” is selected, the CPU 1 does not save the state of the teaching material creation support process until the middle of the learning material creation process, but discards it and ends the teaching material creation support process. Let If “Cancel” is selected, the teaching material creation support process is continued.

1 is a schematic configuration diagram of a teaching material creation support apparatus X according to an embodiment of the present invention. The flowchart for demonstrating an example of the procedure of the teaching material creation assistance process performed with the teaching material creation assistance apparatus X which concerns on embodiment of this invention. The figure for demonstrating an example of the teaching material produced by a teaching material creation assistance process. The figure for demonstrating an example of the data structure of the learning material produced by learning material creation assistance processing. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process. The figure for demonstrating an example of the screen transition in a teaching material preparation assistance process.

Explanation of symbols

1 ... CPU
2 ... General-purpose memory 3 ... Document database 4 ... Teaching material database 5 ... Operation unit 51 ... Keyboard 52 ... Mouse 6 ... Display unit 7 ... Communication unit P ... Printer device X ... Teaching material creation support device Y ... Information processing device Z ... Scanner device S1 , S2,..., Processing procedure (step) number

Claims (5)

Creation of teaching materials comprising image display means for displaying the document content as an image, an operation unit for accepting an operation from a user, and a calculation unit for creating worm-eaten problem information from the image of the document content based on an instruction from the operation unit A support device,
The computing unit is
A worm-eating part selecting means for selecting a specific area in the image of the document content designated by the operation unit as a worm-eating part;
Worm-eaten group setting means for setting two or more of the worm-eaten parts selected by the worm-eaten part selecting means as one worm-eaten group,
Worm-eaten problem creating means for creating worm-eaten problem information indicating questions for two or more worm-eaten parts included in the worm-eaten group set by the worm-eaten group setting means;
Have
The worm-eaten problem creating means includes a series of worm-eaten problem creating means for creating worm-eaten problem information indicating questions for a series of worm-eaten parts obtained by connecting two or more worm-eaten parts included in the worm-eaten group. Teaching material creation support device characterized by In order to inquire about a combination of contents contained in each of the two or more worm-feeding places included in the worm-eaten group, the worm-feeding problem creating means indicates a question on a set of worm-eaten parts combining the two or more worm-eaten parts. The teaching material creation support apparatus according to claim 1, further comprising a worm-eaten combination problem creating means for creating a menu. A problem content area designating unit for designating a specific area in the image of the document content designated by the operation unit as a problem content area;
The worm-eaten location selecting means is for selecting a specific area in the image in the problem content area designated by the problem content area designating means as a worm-eaten place,
The worm-eaten problem creating means creates the worm-eaten problem information including information indicating the problem content area;
The teaching material creation support apparatus according to claim 1 or 2. The worm-eaten problem creating means
The correct answer image registration means for registering the image of the worm-eaten part selected by the worm-eaten part selecting means as the correct answer image, and one or a plurality of specific area images in the image of the document content specified by the operation unit are combined. Or an erroneous image registration means for registering as multiple erroneous images ,
Creating worm-eaten problem information including the correct answer image registered by the correct answer image registering means and the incorrect answer image registered by the incorrect answer image registering means,
The teaching material creation support apparatus according to any one of claims 1 to 3. A computer comprising image display means for displaying document content as an image, an operation unit for accepting an operation from a user, and a calculation unit for creating worm-eating problem information from the image of the document content based on an instruction from the operation unit A teaching material creation support program for supporting teaching material creation,
In the calculation unit,
A worm-eating part selection procedure for selecting a specific area in the image of the document content designated by the operation unit as a worm-eating part;
A worm-eaten group setting procedure for setting two or more selected worm-eaten portions as one worm-eaten group,
A worm-eaten problem creation procedure for creating worm-eaten problem information indicating questions for two or more worm-eaten parts included in the set worm-eaten group;
Is to execute
The worm-eaten problem creating procedure includes a series of worm-eaten problem creating procedures for creating worm-eaten problem information indicating questions for a series of worm-eaten points obtained by connecting two or more worm-eaten points included in the worm-eaten group. Support program.

Images