KR100980575B1 - Developing multiple-coninuous guide linked information block system and its personalized utilization method - Google Patents

Abstract

The present invention relates to a method of customization added to a multi-continuous guide associated information block system. An associative contents position at which an associative table control formed of the contents vocabulary of the Home information block is located; Configures one information block by setting the location of the text information data formed by the text information, utilizes the association table control for the related information system between the information blocks, and guides the home information block by the location guide number of the association table control. Characterized in that the information block system can be configured. In addition, according to the present invention, by providing information and guidance related to the learning difficulties encountered during learning, it is possible to easily find information that can solve the learning difficulties, so that the learners can solve the learning difficulties in the learning themselves There is a self-learning effect.

In addition, the headword and the association table control adds customization using the letter division symbol, and the association table control vocabulary, which guides the next information block, can be easily converted into a vocabulary suitable for the needs of the learner. There is an effect of constructing an information system that can solve many of the necessary tasks-tasks such as improvement of concentration, improvement of inquiry, improvement of creativity, learning effects that can be studied in a fun way.

Information Block, Heading, Association, Home Information Block, Association Table Control,

Description

Developing multiple-coninuous guide linked information block system and its personalized utilization method

The present invention relates to a method of customization added to a multi-continuous guide related information block system, and in particular, for learning effects that were difficult to study by books alone and learning effect by faster information utilization, gathering related information of the headings. In addition to forming an information block having a text and a text data location, a link table control position is provided so that related information blocks can be related to each other, and an associated information block is formed to use related information of multiple information blocks that have multiple lines. The present invention relates to a method of customization added to a multi-continuous guide related information block system, characterized in that it is possible to construct an information system that copes with new situations easily.

In addition, associative table control that serves as a guide to the corresponding home information block makes it easy to create a record space necessary for learners by guiding by location number when guiding. When the need of adjustment is required, it is possible to maintain the guidance system between the relevant table and the home information block and to use the word division symbol for the collective change for guidance by the final adjustment vocabulary, so that the learner can learn the information by the interest vocabulary. In addition, the present invention relates to a customization method added to a multi-continuous guide-related information block system, characterized by enabling learning to construct and learn information that can cope with new learning situations.

In general, the starting point for learning starts from books (Bible books, English books, math books, etc.). The book is written by the author with the necessary contents in consideration of the learner. Therefore, what is needed and what is less needed in the volume of the book is placed according to the quantity needed. In other words, if you compare the sentences in it (hereinafter referred to as Si) and the sentences that are not in it (hereinafter referred to as Se), even if they are helpful to the contents, the author judges to convey to the learner as Si as well. I think that I've finished what I've been telling you.

What should the scope of study be when learners study the book? The following three questions can be considered.

First, to achieve the goal by studying the amount of Si,

Second, to achieve the goal by studying by the amount of Si + some Se,

Third, to achieve the goal with Se-oriented study on every Si sentence,

If the author wants, of course it should be possible to study in the first way. But why don't things go as the author wants them to be? Isn't studying just books, and is the teacher or pastor the center of study? The present invention addresses this problem.

The goal of studying is

The first is the understanding stage, the second is the stage of application / utilization whenever it is in real life, and the third is the stage that should be applied in the required time when it is applied every time. If the contents should be melted into the body, it is a step to increase the information processing speed ability to be melted into the body.

So far, books have not been guided even when answers to problems encountered during learning can be found in the book (Si). In addition, there was a lack of guidance in the application and use of knowledge in real life, even if the answer could be found in the book (Si). In addition, if the contents should be remembered, they did not have a recording method that could be easily found so that they could be remembered, made it accessible, and the memory deficit was revealed and the customization method could be made to compensate for the deficiency.

So far, for the association between information blocks

First, if the guidance method is a dictionary vocabulary,

In the book, editing of information blocks had to be done in lexical order, and when a new information block is needed, there is a problem that it is not easy to create a space for the information block at the pre-formation position. In addition, in case of relying on a dictionary, there is a problem in that the multiple association table control cannot be utilized, and the multiple association table control can not be used to keep up with the learning speed.

Second, if the guidance method is a location number,

If you use the location number but associate it without using the character separator symbol, there is a problem that it becomes inconvenient for the user to edit the location of the information block according to their use purpose. Not being able to express it in the vocabulary vocabulary each time results in a result that cannot be used for learning.

As a result, I couldn't find a way to solve the problem that I didn't understand with a book, so I went to an expert to learn well.

Even when trying to apply the contents of the book in real life, the book could not accommodate the user's various application methods, so the user had to be trained and trained by a professional, and he had to store the information in his brain. Applicable to real life. As a result, more training and career pairs are needed for those who know more, or for teachers, and that reason is the key to causing problems such as tutoring, tutoring, and schooling.

This book is a way of conveying information by connecting the front and back doors, and the use of the information required by the user is not enough, but the books that have been published so far cannot solve this problem.

As described above, various problems in learning that could not be solved by the book alone have been encountered. The present invention will be solved through the multiple continuous guide related information block system and the system and the customization method added thereto.

First, in a problem that is not understood, it is possible to continuously guide to the next information block that can provide firstly 'multiple information to help understanding' and secondly to provide necessary information later. By providing an information block system, it is easy to find contents to help understanding. Thirdly, even in a case where the prepared information contents are insufficient, in an information block system having multiple lines, it is easy to extract related information blocks. There is an advantage, and the information provided by each extracted information block can be easily collected by using the related content location and the text data location of the information block. So when you have a learning difficulty, it's easy to find, supplement, or create information blocks that can help. By doing so, it aims to provide a way to autonomously solve problems that occur during learning without the help of a teacher.

Second, in the matter of applying / utilizing the information of the book in real life, it is possible to provide an information block that would be useful for application. Secondly, it is easy to find the information to be applied in the multiple guided record system to the next information block that is associated with a line that can provide the necessary information later. Thirdly, it is easy to extract related information blocks in the information block system with multiple lines associated with each other, and the information provided by each information block can be easily collected by using the relevant content location and the text data location of the information block. The aim is to provide a convenient way of recording and applying information to the real world by making it easy to create or supplement information blocks that can be useful.

Third, in order to be able to do the speed training that can be done within the allowable time in the application of the information, the memory needs to be remembered by reflecting on it. It aims to provide a way to cultivate the information processing speed capability that makes it possible to determine the speed detected at that time and to reveal and compensate for the deficiencies. As described above, the provision of a recording method that helps to understand the problem that is not understood, the provision of an information processing recording method that quickly utilizes an information system associated with a pre-made line when the information is to be applied in real life, and the information processing speed. By providing a recording method that can be cultivated, a multi-continuous guide related information block system and a system and additional customization thereof become a recording method that can solve learning difficulties autonomously through books without the help of an expert. Its purpose is to provide a method.

In order to solve the learning difficulties caused by learning through providing and guiding the information, the information block is composed, and the editing order between the information blocks is assigned the position number to the headword, and the information blocks are edited in the order of the position number so The block can be found and the information block consists of multiple table controls in the heading position, multiple association table controls in the position of the association content, and multiple body data in the body data position. In other words, when the content vocabulary needs to be adjusted, it indicates the position of the text separator symbol and the home information block attached to the heading or association table control so that only the number or vocabulary of the heading or association table control can be changed without changing the same number or vocabulary that may exist in the text. Share wording with each other, and heading vocabulary is words or words that imply body text content It is applied, the multiple associated vocabulary entry is applied, in which by selecting a vocabulary entry is composed of associated vocabularies.

In addition, for faster effect of learning, it is composed of multiple text data at the position of related content and multiple association table control at the content location.

By doing so, it is possible to provide the first information to the next information block by providing the information in the information block and controlling the multi-association table of the block, and to the next information block by providing the information in the home information block and the multi-association table control of the block. The second information of the information block system, the information provided in the Home information block, and the third information to the next information block by the multi-associative table control of the block, are continuously guided between related information blocks as shown below. The present invention provides a multi-continuous guide associated information block system for providing a multi-continuous guide and a multi-association, and a method of customization added thereto.

The present invention has a multi-continuous guide associated information block system and a method of customization added thereto,

First, in the understanding stage, which is the first stage of the learning stage, by providing other information block table controls to assist in providing the necessary information, guiding and understanding the home position, and providing the information block continuously and multiplely, You can find information to help you understand continuously, you can learn by selecting the information that suits their interests, there is an effect that can be resolved autonomously.

Second, in the information application stage, which is the second stage of the learning stage, it is possible to provide an information block to assist in applying the primary information, and to use the related information by using the correlation between the information blocks by the secondary multiple association guide system. It is easy to extract the block, and if it is registered in the related content location, the heading of the related information block can be seen at a glance in the information block now, and the information providing the home information blocks can now be provided according to his needs. It is possible to register in the body of the text and reconstruct only the necessary information, so that even if it is the first time it encounters a new situation, it can take advantage of the efforts of the previous information block and association to quickly respond to the new situation. There is an effect of information organization that can be.

Third, in the processing speed cultivation step, which is the final step of learning, find and prepare the information block necessary for the speed-up culture, prepare a vocabulary in which the missing part appears in the processing speed, and register the heading in the heading position. By registering at the relevant content location of the block, it can be contacted at any time, and the processing speed can be solved by compensating for the processing speed deficiency felt every time by going to the home information block.

Fourth, in order to reconsider the various difficulties that occur during learning, if you register more in another text data location, or if you register the headings in the related content location of another information block, there is a learning effect.

Fifth, it is possible to adjust and customize the headword and location guide number and headword vocabulary of the headword and the associated table control by using the letter division symbol. In application, vocabulary suitable for information application and processing speed culture step can be guided by vocabulary suitable for processing speed culture, so that appropriate learning promotion is achieved at each step such as mental concentration effect and fun creation effect.

Hereinafter, the present invention will be described in detail with reference to the multi-continuous guide related information block system, a system, and a method of adding the same.

1 is a block diagram showing the configuration of a multi-continuous guide information block system according to the present invention, Figure 2 is a state in which the location number and the headword vocabulary adjusted by applying customization in the multi-continuous guide information block system of FIG. 3 is a schematic diagram of FIG. 3, when there are many texts in the text data location, and the contents are not obvious at all, the common content {t1} is bundled together to form and divide the information block {t1}, and is initially associated with the information block {t}. Therefore, it is a block diagram showing that the information block {t} can be seen at a glance.

As shown in Figures 1 and 2, the configuration of the heading is attached so that when the adjustment of the position number and the adjustment of the heading vocabulary, the same number or vocabulary that may be present in the text can be changed only without changing the corresponding number or vocabulary. Character division symbol 22 and; A position number 24 indicating the position of the information block; It consists of a vocabulary vocabulary (26) representing the textual content.

The configuration of the association table control (40) and the letter separation symbol (22) attached to change only the number or vocabulary without changing the same number or vocabulary that may be in the text when the adjustment of the position number and the headword vocabulary ; In order to guide the location of the Home information block, a location number 24 is attached, and is composed of one heading vocabulary 26 selected from the multiple association table control of the Home information block.

In addition, the structure of the main body consists of the main body and the main body, and if the reference refers to another position body, the original position is also recorded.

1Ta의

는 글자구분심볼(22)을, Ta는 표제어 어휘(26)를 나타낸다.1 and 2 in front of the heading position 1Ta, 53T53, front 1 and front 53 indicate the position number 22, T1 and T53 means the heading vocabulary 26, and

1Ta

Denotes a letter delimiting symbol 22 and Ta denotes a headword vocabulary 26.

Also, 1Ta in SEN1TaENCE1 indicates that the same vocabulary 1Ta as the heading vocabulary 26 is in the text.

The vocabulary vocabulary (26) is a vocabulary representing the content of each text, and when multiple vocabulary vocabularies (26) are used, they are called multiple vocabulary words.

The position number 24 refers to a number attached to the heading vocabulary 26 as a given number in order to be edited in numerical order when editing between information blocks and to be guided by the number when guiding the association table control. The association heading vocabulary (Ti. Tm) (30) borrows the heading vocabulary of the other information blocks {9Ti} and {13Tm} that are now associated with information block Ta (20), and is a multiple association that represents the contents of the home information block. The vocabulary selected from the headings.

In the heading of the information block system 10, the heading of the heading (20) and the heading (20) attached with the position number 24, the heading of the body material, the body of the body material, the heading of the heading of the related content (40) And the association table control 40 made of the position number 24 and the headword vocabulary 26 in the information block 20 of the home position, and the information block 10 is edited and configured by the position number order. The position number 24 is used for guiding positions between blocks.

The operation of the information providing system by the above configuration and the configuration of multiple continuous guides will be described with reference to the drawings.

1Ta,

1Ta1}(20)는 곧 확인이 가능한 위치에 있는 본문자료{SEN1TaENCE 1, MUL1Ta1TUDE}에 대한 궁금함을 야기하여 본문자료 내용을 상상하게 한다.By having a continuous guide related information block system and a customization method added thereto as described above, multi-table control {

1Ta,

1Ta1} (20) raises questions about the text material {SEN1TaENCE 1, MUL1Ta1TUDE}, which is located in a place where it can be confirmed.

The association table control 40 for guiding the home position causes questions about the contents of the Home information block and imagines the contents.

53T53,

3Tc 등에 서의 선택-을 할 수 있고, 안내받을 수 있음으로, 학습에 재미를 더하게 하는 이점이 있다.In the heading position, multiple vote control (20) {Ta, Ta1} is applied, and in the heading and heading {Ta, Ta1}, in the content position, the multiple association table control (30) {Tc, Te, Ti, Tm} is applied. In the heading and the association table control {Tc, Te, Ti, Tm}, the multi-body material {SEN1TaENCE 1, MUL1Ta1TUDE} is applied at the body data location, and the body data and the body data (SEN1TaENCE 1, MUL1Ta1TUDE} are compared with each other. As a result, the heading 20 and the associated table control 40 in FIG. 1 are collectively adjusted using FIG. By controlling the position number 24 and the associated table control vocabulary by the headword (20) and the associated table control (40), the user can express his or her first step or interest in the associated table control (53T53). Selection of subsequent learning by this user vocabulary-in Figure 2

53T53,

Being able to choose from 3Tc, etc., and be guided, has the advantage of making learning more fun.

1Ta}(20)과 연관성이 있는 다른 정보블럭{

13Tm}의 다중표제어 어휘{Tm, Tm1}중 선택된 하나의 어휘{

13Tm}이며, Home정보블럭의 내용을 연상시켜주는 역할을 하며, 그 위치번호{

13Tm에서13}는 Home정보블럭의 위치로 안내하는 역할을 한다.-13Tm shown in the association content position of the heading 20 of FIG. 1 represents the association table control 30, and the association heading vocabulary {Tm} is now an information block {

1Ta} (20) and other information blocks {

13Tm} of multiple vote control vocabulary {Tm, Tm1}

13Tm}, and it is associated with the contents of the home information block, the location number {

13} in 13Tm serves to guide the location of the home information block.

As described above, information providing / guiding, information providing / guiding is continued, thereby forming a multi-continuous guide association system that can be guided in multiple consecutive associations as shown in FIG. 1.

Informational and continuous guidance,

Primary Guidance: The primary guidance to the home information block now by the provision of information in the information block (10) and the multiple association table control (30).

9Ti)에서의 정보제공과 그 다중 연관표제어(40)에 의한 그 Home정보블럭으로의 2차안내.2nd guide: 1st guided home information block (

2Ti guidance to the Home information block by the information provision at 9Ti) and the multiple association table control (40).

1Ta)에서의 정보제공과 그 다중연관표제어(30)에 의한 그 Home정보블럭으로의 3차 안내가 연속하여 이루어져 정보제공과 안내를 연속한다.3rd Information: Home Information Block (2nd Information)

The information provision in 1Ta) and the third guidance to the Home information block by the multi-association table control 30 are successively made to continue the information provision and guidance.

The operation of the letter division symbols in the form of pictures will be explained through the drawings.

In the selection of the next information block for learning, the association table control (30) consisting of a location guide number and a guide vocabulary that provides an important learning instrument also needs to be adjusted according to the learner's learning intention.

When the location number is changed, the guide number should also be changed, and one headword is a feature of the guide system of the present invention that can be applied at various other related content positions, and the location guide number or guide vocabulary 40 when adjusting the information block 20. In order to be able to adjust the batch, the picture segmentation symbol 22 is applied in front of the position number 24 and the heading vocabulary 26, so that the position number and the heading vocabulary applied to the associated table control 40 can be collectively adjusted. Add customization.

Forming a general information block will be described in detail with reference to the drawings.

If you run into learning difficulties,

1st: Setting the Heading and Registering the Text

In order to register the learning difficulties encountered in the text data location, the heading process of setting up the headwords and the text data registration process of registering the difficulties encountered in the text data location are performed.

Secondary: Setting location number

In order to determine the position of the set information block, a positioning process of setting the position number 22 in the headword vocabulary 26 is performed.

3rd: Register the related contents

13Tm}(10)의 위치번호가 붙은 표제어(

13Tm)를 선택하여 지금 정보블럭(20)의 연관내용위치에 적용(

13Tm)하여 연관성있는 정보블럭의 표제어를 지금 정보블럭(20)에서 볼 수 있도록 설정하는 연관표제어설정과정을 행한다.Other information blocks now associated with the information block 20 {

13Tm} (10) headings with position numbers (

13Tm) to apply to the position of the relevant content of the information block 20 now (

13Tm) to perform the association table control setting process of setting the headword of the relevant information block so that the information block 20 can now be seen.

Fourth: The relevant text data is pulled from the text data of the association table control and registered and rearranged.

If the contents of the text data of the table control are insufficient, the headword of another related information block is first registered in the related content location, and the information provided from the Home information block of each associated table control 40 is pulled out and the unnecessary contents are deleted. To rearrange the materials,

5th: Study the text information registered to solve the difficulties encountered, find or create a helpful information block to supplement, add the association table control (40) and select the helpful association table control to learn the contents of the Home information block Through the process of resolving the difficulties encountered through

6th: process of adjusting the vocabulary 20 and the association table control 40 vocabulary and information block position adjustment of the information block 10 so that the user can be guided with the vocabulary suitable for his or her eye level and interest when the user is guided. Adjusting the position of the block 10 so that the close relationship is closer to the process, and the back and forth relationship is characterized by the process of customizing the position of the information block 10 according to the back and forth An information block system and an additional customization method are provided.

To explain in more detail the multiple association table control / text data / association table control / move to the next,

In order to solve the difficulties encountered by the learners, if they visit the continuous association information guide system, they can encounter the multiple association table control (1Ta, 1Ta1) at the heading position, and can imagine the text contents through the multiple association table control vocabulary (1Ta, 1Ta1). Will be.

13tm}으로 이동되며, 지금 정보블럭(20)에 의한 1차 정보제공과 2차 다중연관표제어에서의 선택{

13tm}에 의한 이후학습으로의 안내가 가능해 진다.After learning the main material, if the learner selects one of the multiple related vocabulary vocabulary (30) {Tc, Te, Ti, Tm} (Tm), the home information block {

13tm}, the first information provided by the information block 20 and the selection in the second multiple association table control {

13tm} can be used to guide further learning.

The provision and guidance of such information is performed for each information block 10.

13Tm}에서는 그 애로에 대하여 더 자세하게 도움을 받을 수 있는 체계를 구성할 수가 있다.The present invention provides an information block for difficulties that occur during learning, and applies the association table control to the position of the association content, thereby selecting among the multiple association table control by the association heading vocabulary 30 and the home information block. Guidance takes place. The Home Information Block {

13Tm}, you can construct a system that can help you more in detail about the difficulties.

Thus, until now, books alone cannot be solved, and a system that can autonomously solve the learning difficulties that had to be helped by teachers is established.

In the case of adjusting the position of the information block 10 or adjusting the headword vocabulary, as shown in Figs. 1 and 2, even when 1Ta is changed to 53T53, 1Ta in the text remains unchanged.

" 을 적용하여 표제어

1Ta을

53T53으로 조정한 결과- 표제어에서나 해당 연관 표제어에서나 다같이 바꾸어진 결과-이며, 이때 SENITaENCE1 속에 있는 ITa는 그대로 있음을 보여주고 있다.This is when the batch replacement symbol (22) "

"To apply headings

1Ta

The result of the adjustment to 53T53—the result of a change in both the heading and its associated heading—shows that ITa in SENITaENCE1 remains the same.

The letter delimiting symbol 22 is formed before the heading vocabulary 26 with the position number 24 and before the associative table control vocabulary attached to the location guide number, when there is an adjustment of the position guide number or the position number of the heading and the association table control. It is possible to change only the number or vocabulary of the heading vocabulary 26 and the associated heading vocabulary 26 without changing the same vocabulary or number in the genus.

9Ti의 연관내용위치와 정보블럭

13Tm의 연관내용위치에서 1Ta가 53T53으로 바뀌었지만, Home정보블럭

53T53도 따라 바뀌어져 있음을 볼수 있으며, 서로간의 안내체계는 계속 유지되고 있다.Information block as shown in Figure 2

9Ti related content location and information block

1Ta is changed to 53T53 at 13Tm of related content location, but the Home information block

We can see that 53T53 has changed along the way, and the guidance system is still maintained.

This is an example of position adjustment customization in multiple consecutive guide association information.

Again,

The information block 10 is composed of a heading 20, text data, and an associated heading 30.

The associated heading 30 vocabulary is associated with the contents of the Home information block and the location guide number serves to guide the location of the Home information block.

This relationship continues to be guided by the association table control each time the information block 10 moves.

The association table control 40 in charge of this guide must maintain a continuous position guide relationship even when the position of the home information block is moved, and the position guide number in the association table control to be at another associated position also needs to be changed. .

At this time, the same number or the same vocabulary that may be present in the text is characterized by utilizing the character-separation symbol 22 to collectively change only the headword 20 and the association table control 40 together without a change.

In this way, according to the learner's eye level, it can be guided by adjusting the vocabulary reflecting the learner's interest, creating a chance to reflect on their interests and to achieve learning later.

Explaining the expansion of the three-dimensional information storage level by the association between the information blocks by location number,

The present invention features a new level of information storage capacity that records the needs of the brain in the subsequent learning process when studying from a book.

In the learning phase,

Learning origin stage (book stage): the stage in which information is recorded in a linear relationship;

Early stage of learning: steps requiring access to linear information;

Intermediate level of learning: Steps that require access by blocking information

Learning completion step: a step of requiring access of information in a bundle of information blocks 10 in relation to the information blocks 10;

Common to all stages, including early and middle completions: need to find and review content.

Until now, books have been recorded linearly to provide the origin stage in learning, but the early stages of learning, which require finding and reviewing information in order to access the information, or the need to access the information by blocking them into bundles. As the relationship between the learning medium stage and the information block 10 does not have a recording method that can lead to the improvement of learning, up to the learning completion stage that requires access to the information in the bundle of the information block 10, such learning improvement is achieved. I had to rely on the memory of the brain.

Although it was possible to find the vocabulary in the order of vocabulary in finding content, there was a lack of a way to find the necessary contents for the person who did not know the vocabulary or the one who did not even think about it.

Even if you need to remember, you don't have a recording system that can accommodate a variety of ways of reviewing, such as the need for understanding, the need for information, and the speed of processing or memory. It can be said that it did not have a recording structure.

Below is a diagram showing this.

Table 1) Blocking relationship Comparison of the memory positions of 하기 below.

As described above, the achievement of learning after the middle period is fading over time, and the limitation of the recording method that had to be relied on the brain memory, so far, learning must have memory ability and endless efforts to achieve the desired results. If not, the results are insignificant.

The present invention develops a simple recording structure, such as blocking information and the relationship between the information block 10, so that the intermediate process of learning, the intermediate process of learning, the completion of learning, and the real life of the learning, relying only on brain memory. It is characterized by providing an information block system that can express the application process of Esau in records or reconstruct it quickly.

Schematic of the above description,

Intermediate course of learning,

It's the process of knowing what you don't know, and the process of understanding what you don't understand.

When there is something in the book that you don't understand,

It is the process of storing information to help understanding in the brain and grouping it in the brain to systematically recognize it. In the present invention, the storage step in the brain can be recorded by associating the information block with the information block.

Means of storing and providing the information

To remember the information that fades over time, you need to remember it, and finding what you need in a book is the most basic thing.

If you know the vocabulary, you can find it and use it to find it, but if it doesn't remember the vocabulary, you haven't had a proper way.

In the case of the present invention, the storage of the information is stored in the information block 10, and based on the recording in which the original position is displayed, it further provides a method for rethinking.

Also, if you want to know more about the parts you don't understand,

To solve the problem in the book by providing the information of the next information block 10 or later associated information block 10 by constructing a system that provides information to the information block 10 associated with the string of the multiple consecutive information block system. Build an information block system that can help.

In addition, the intermediate course of learning is the process of training at the necessary speed in the use of information,

⇒

로 동일과정이 연속되면서, 익힘의 중간과정을 기록함이 가능하다.As above

⇒

As the same process is continued, it is possible to record the intermediate process of ripening.

The storage of this area of the invention is accomplished by including the following discrimination.

Firstly, in terms of finding what you want to find,

That is, by recording the relevant information into the information block 10, the content that does not know the vocabulary and the content that you do not want to find are added in the text data or the association table control method.

Secondly, making the contents of information clear by associating between information blocks 10,

So far, we know the need for a blocked file, but how far will we block the content? I was faced with the problem of not finding the answer.

When recording the contents of the text for the blocking of information, if you write short, the delivery of the contents is not good, and it becomes frustrating.

In the present invention, it is possible to reduce the amount of the text data by recording the reduced text entry and its original location in the manner of recording the text data,

2공통성이 표현된 표제어 t1}을 만들어두며, 그 표제어{t1}을 정보블럭{

1T}에 연관화시키기를 해둠으로써, 나머지 어휘{ft2g, gt3h, ht4, nt6q}과 연관표제어 어휘t1으로 간추려져서, 정보블럭{

1t}의 내용을 전체적으로 일목요연하게 볼 수 있게 한다.When the number of the textual materials increases, when the contents cannot be seen at all, the common vocabulary {t1} is included as the heading as shown in Fig. 3, and the text containing the common vocabulary {t1} is included. Register the data at the text data location to obtain the information block {

2 Make heading t1} with commonality and use the heading {t1} as an information block {

1T} to be associated with the rest of the vocabulary {ft2g, gt3h, ht4, nt6q} and the association table control vocabulary t1.

1t} allows you to see the whole content at a glance.

In other words, blocking a large number of pieces of information data can be obvious with association.

Thus, by associating, the problem of how far to block can be solved.

It is related to the fundamental problem of the inability to set limits because the way of knowing leads to relationships.

Relationships and relationships can be found in the way they are related. That is, the problem is solved by associating the problem with blocking.

Third, the discrimination contents of constructing a 'multiple continuous guidance system' by implementing the association for each information block 10,

Ta와

Tm}(10)간에 연관화 할 때, 그 결과는 지금 정보블럭(20)에서 볼 수도 있어야 하고, 그 정보블럭{

Tm}의 내용을 대변할 수도 있어야 하며, 그 정보블럭{

Tm}으로 안내도 할 수 있음이 필요하다.Information block associated in FIG. 1

Ta and

When associating between Tm} (10), the result should now be visible in the information block 20, and the information block {

Tm} should be able to represent the contents of the information block {

Tm} also needs to be able to guide.

Thus, the association table control 40 is set by applying the vocabulary {Tm} representing the relative information block and the position number for identifying the position to the association table control position.

By doing so, it is possible to construct a continuous guide association information system which can continuously guide information to the next information block 10 by providing the information in the information block and controlling the association table.

The relationship can be seen in the guidance chart below.

Information block T

In the case where the association table control guides the home information block 10, the information block 10 should be lexicographically edited by the headword in the case of selecting the guiding method by the vocabulary. When inserting 10), there is a problem of inserting in place of lexical order. In order to solve this problem, each information block 10 is assigned a position number, and the association table control is characterized in that the position guide can be applied by applying the number.

In other words, the location guide is characterized by knowing the location by the location number.

By editing the position of the information block 10 by using the order of the position number in this way, it is possible to use a number of heading {Ta, Ta1} in the heading position. So we get the learning effect of multiple association table control.

Even when a new information block 10 needs to be made, it is possible to insert a new information block by utilizing the empty space of the book and its position number without having to insert the information block 10 at the pre-form position.

Thus, if the learner has an idea that can create a blank space, the learner can work on the same system by maintaining the continuous information block and the association.

Thus, by maintaining the same system of the results of the efforts that Jouleul associates with the results of later efforts, it is possible to produce the best study results over time.

In addition, the computer system uses the hyperlink function for guidance, but when the output is performed, the guidance function is lost.

In the guide method to the home information block using the location number of the present invention, the computer system can use the location number and the hyperlink at the same time, and in the output method of the book, the location guide can be received by the location number of the association table control 30. By doing so, the location guide function can be maintained on the computer or the book.

Thus, when using a computer, its advantages can be utilized, and when the advantages of the output are required, it is possible to study by using the output, so that learning using the advantages of each other can be further enhanced.

In addition, by adjusting the user's vocabulary of the headword using the letter division symbol 22 and adjusting the position number (22 and 40 of FIG. 2), a very small change of thought-the content of the information block (FIG. 2) 26 and 40) as well as positional changes (22 and 40 in FIG. 2) can be adjusted by the user.

Thus, it is possible to create a recording system that best suits the user's taste or the user's purpose. It is also based on records, and as it is continuously supplemented, it provides a learning method that can provide convenience and fun that cannot be imagined in the future.

In addition, since 'study level after book' can share the records regardless of time zone and others, it is possible to establish 'multiple continuous information linkage information block system' that can centralize and organize information of various people in a short time. It becomes possible.

Note that,

Associating with the heading vocabulary and comparing the guide number and the linkage by the heading combining method, which are guided by the position number and reminiscent of the contents by the heading, in the present invention.

When guiding to the home information block, the associated table control vocabulary represents the contents of the home information block, and the location number indicates the home information using only the vocabulary vocabulary by using the 'position number and heading vocabulary combined method' to guide the location of the home information block. When you need to go to the block, you have to go to the lexical order to find the information block, so that the editing order of the information block has to be lexicographically edited by the vocabulary word, but the position number (24) is used. In one guide, the burden is eliminated, overcoming the limitations of lexical editing. Other advantages include the following.

1) By guiding to the home information block by the location number attached to the control of the association table, the editing method of the existing book does not need to be limited to dictionary. In other words, the system can be learned from any book.

2) When a new information block 10 is to be inserted, it is possible to insert at a position with a space and can be guided by applying the position number to the association table control.

3) If the position number does not change even if the table control vocabulary is changed, the position of the information block 10 is not changed.

So you don't have to put in place the lexicographical order just as you would in lexicographical editing. In lexical editing, if the vocabulary vocabulary 26 is changed, the information block must be inserted in the alphabetical position, and the book cannot continuously create a space between the information block and the information block.

4) Even if multiple headings are used for the heading of one information block 20, the position is determined by the position number 24, so there is no problem in positioning. By using the multiple table control in the heading position, the core vocabulary of the information material is encountered in advance in learning and can be identified using the textual data position. This makes it possible to detect the degree of unknownness in advance and check it soon, so that the learning effect can be increased.

5) When space is needed because the contents of the information block are large, lexicographic editing cannot create the space each time. However, by using the position number 22, the space problem can be solved by guiding the space with the space.

As described above, the difference between the guide of the information block by the headword vocabulary and the location guide by the location number has been described.

'Multiple Continuous Guidance Linked Information Block System' refers to the information in the headings or associated headings for content associations between the information blocks 10, the position number 24, the adjustment of the position number 24 and the customization of the heading vocabulary 26. The division symbol 22 is used.

The guided by the multi-associative table control plays a role every time the next information block is moved, which enables selection of the next learning content and learning by the learner's interested vocabulary.

Associative table control, which reminds the contents of the home information block and serves as a guide, can be a vocabulary that forms an important moment for the next learner. The vocabulary can be easily adjusted to a vocabulary that can focus the attention and interest of the learner's eye level, which makes learning more fun.

Example 1: If you have trouble studying or problems while studying

To construct an information block system to help with the problem, do the following:

First, find or create the information block {T} to register the problem according to the learning. And the problem of learning is registered in the text data location.

Second, find and create an information block (R1) that will help.

Third, to overcome the difficulties encountered, go to the R1 information block to learn and help.

⇒

⇒

⇒

⇒ 과정을 반복 시행한다.Fourth, if there is a second problem that still has not been resolved,

⇒

⇒

⇒

⇒ Repeat the process.

Learning difficulties caused by learning in the above process (隘 路)

⇒

⇒

⇒

⇒

⇒

⇒

It is possible to solve the difficulties by constructing a continuous guide-related information block system that can be solved through.

Example 2 If you have a problem of understanding while studying

When faced with problems that cannot be understood in the process of learning using this information block system, the process of overcoming understanding difficulties by forming an information block {T} is as follows.

First, find or create the information block {T} to register the parts that do not understand, and learn by registering the conflict of interest in the text data location.

Second, find and create an information block {R1} to help.

Third, you can go to the R1 information block to help you understand and resolve the difficulties.

Fourth, if there is a second problem that still has not been resolved,

⇒

⇒

⇒

⇒ 과정을 반복 시행한다.

⇒

⇒

⇒

⇒ Repeat the process.

Learning difficulties caused by learning in the above process

⇒

⇒

⇒

⇒

⇒

⇒

It is possible to solve the difficulties of understanding by constructing a continuous guide related information block system that can be solved through

Example 3: When a learner has trouble

The process of forming the information block {T} (10) for memory difficulties is as follows.

First, find or create the information block {T} (10) to register the part to be remembered, and register the memory difficulties encountered in the text data location.

Second, in order to be able to remember, this memory difficulties can be registered in the text data location of another information block {T5}, or the core words (A1A2) of memory difficulties can be registered in the heading location, and then recalled in other related content locations.

Third, in order to recall more frequently, it is necessary to register frequently at the text data location or to register at the association table control location.

Through the above process, the learner can solve the memory difficulties by allowing the learner to reminisce the memory difficulties that occurred during the learning by using the related content position or the text data position.

Example 4: When you need information for a new situation,

When information is needed for a new situation, the process of building information using a multi-continuous guide information block system is as follows.

First, find or create an information block {T} to register information of a new situation.

Second, we try to relate other relevant information blocks {R1, R2} to the information blocks now.

Third, the contents of the body data of each Home information block of the association table control are now dragged into the information block and registered and removed.

Fourth, add more necessary materials during the learning process.

⇒

⇒

⇒

⇒ 과정을 반복 시행 한다If you still have a second problem that you haven't solved,

⇒

⇒

⇒

⇒ repeat the process

Example 5: Organizing complex tasks in order and at a glance

In the case of complicated work contents, when information organization is difficult with one text data space, it is as follows.

First, find or create the information block {T1} to register the work content to register the work content.

Second, we try to relate other relevant information blocks {R1, R3} to the current information blocks {T1}.

Third, the contents of the main data of each Home information block {R1, R3} of the association table control are now dragged into the information block {T1}, registered, and unnecessary contents are removed.

Fourth, if there is a lot of registered business content that cannot be seen at a glance, or if it is judged that it is better to divide it into a separate information block {T2}, a separate information block {T2} is created to classify the data. And associate them.

Fifth, find or create information blocks {T1, T2, T3,-} that match the work order. In each information block that is set in order according to the work order, the related contents are rearranged and added, and the contents of the main text are rearranged and customized.

Sixth, apply the work information block system made so far while doing work, and if there is a lack or unnecessary part, complement or delete it and develop it.

after,

⇒

⇒

⇒

⇒

⇒

⇒ 과정을 반복적으로 시행 한다.

⇒

⇒

⇒

⇒

⇒

⇒ Repeat the process.

As described above, not only the text data but also the multiple association table control can be used as a reference item, and it can be organized into a multi-continuous guide information block system in order of work.

The information needed for each information block {T1, T2, T3,-} can be solved in the home information block by the association table control guide, so that even a very complicated task can provide the user with information in large order.

By doing so, anyone can easily understand the order of the task and have access to resources.

Example 6: When Information Processing Speed Cultivation is Needed

When the speed of problem processing or the need for improvement of speed ability is needed at the part requiring intuitive ability, record storage is performed as follows.

First, find or create the information block {T} to register the problem speed problem (A1, A2--) and register it in the text data location.

Second, omit matters without difficulty in the processing speed, and the matters with the processing speed (A1aA2b) register the vocabulary (A1aA2b) showing the processing speed deficiency, which is made up, in the headword.

Third, this processing speed missing vocabulary A1aA2b is registered in the related content position of other related information blocks {R1, R2, ---}. So from time to time you will encounter this vocabulary.

1 A1aA2b}으로 이동하여 학습을 함으로써, 결손을 보완한다.Fourthly, when one encounters the processing speed deficiency vocabulary (A1aA2b) during other learning, it is judged on its own whether or not the perceived speed deficit is detected by itself, and the deficiency is determined by the Home information block {

1 A1aA2b} to go and learn to compensate for the deficiency.

1 A1aA2b)를 다른 연관내용위치에 더 자주 등록하여 되새길 수 있도록 한다.Fifth, if you want to achieve faster results, you can often think about processing speed deficiency vocabulary (

1 A1aA2b) can be registered more frequently at other relevant content locations for recall.

Sixth, according to the improvement of the processing speed, the processing speed loss vocabulary is customized to the headword and the association table control using the letter division symbol so that the processing speed loss of the learner is adjusted to the vocabulary more appropriate for the interest of the learner.

1 A1aA2b}으로 이동하여 보완 학습 할 수 있다.In other words, by registering a vocabulary that can identify a problem processing speed deficiency at another related content location, and by contacting the registered content, the associative speed deficiency can be detected. block{

1 A1aA2b} can go to supplementary learning.

The speed deficiency can be adjusted as needed using the vocabulary customization, and thus, it is possible to construct a multi-continuous guide linkage system that can solve the speed deficiency and the additional customization method, and to solve the difficulties.

Example 7: To learn by reading in order of interest

Learning by interest, question-and-answer reading consists of the following processes.

When the information provided in each information block 10 and the guidance is prepared at a satisfactory level without the need for further recording, not only can the reading be made at heart, but also through the encounter of vocabulary that one did not expect. Learning by question-and-answer reading and question-and-answer reading becomes possible.

Such reading and learning is possible with the following process.

First, the information block 10 of interest to me is prepared and can be visited.

Second, by contacting the multiple association table control (30), it is possible to meet the vocabulary to add tension to my attention. In addition, the vocabulary is compared, which leads to imagination of differences, and also to the curiosity about the text.

Third, the above questions and imaginations generate meaning in a single point of text data, and these texts are compared to each other, causing imagination of the difference, and imagination works by wondering about the text in its original location. .

Fourth, in this imagination, by selecting the text data and moving to its original location, the text is generated in one point of text.

Fifth, through the above process, I was immersed in the naturally occurring imagination for a while, I was forgotten this thought by the encounter of the association table control (40) encountered? Was this the answer? In general vocabulary, new meanings arise and the expectations of future learning arise, such as the excitement of the next information block and the hidden imagination, which are felt by being guided by learning.

⇒

⇒

⇒

⇒

⇒ 로 경우로 돌아가 계속 관심있는 독서에 의하여 학습이 가능해진다.after,

⇒

⇒

⇒

⇒

⇒ Return to the case and continue to learn by reading.

Example 8 When a deficit in learning is needed

In order to construct the complementary method necessary for the learning deficit, the information block {T} is constructed through the following process.

First, find or create an information block {T} to register learning deficits. The defects are registered and the original location is also recorded so that the person can go there.

Second, find or create an information block {R1} to help. Then go to the home information block {R1} for help.

Third, in order to recall frequently, the missing core vocabulary {A1A2} should be registered as a heading, associated with other relevant content locations, or registered at other textual data locations.

⇒

⇒

⇒ ⇒ 를 반복 시행하여 학습하고, 도움을 받아 학습결손을 해결한다.In addition, if there is secondary tertiary, learning deficit, in the same way later

⇒

⇒

⇒ ⇒ Repeat the lesson to learn, and get help to solve the learning deficits.

Example 9: If you want to have fun

If you want to have fun studying the information block 10 through the following process.

Fun comes from imagining and confirming.

It also comes from knowing what you know and making it interesting and curious, and by guiding you through interesting ways to solve it.

Also, the more uninteresting content you see, and the more interesting content you encounter, the greater the fun.

In order to imagine and confirm, the information block system is applied,

First, in the heading position, the multiple associative table controls are compared with each other, allowing us to imagine the difference. The imagination is confirmed in the text, and fun comes from learning.

Second, in the text data location, the text data are compared with each other, and the difference is imagined. In addition, the imagination is confirmed at the original position of the book, thereby creating fun according to learning.

Third, in relational content position, multiple association table controls are compared with each other and imagine the difference. Also, fun occurs when the imagination is confirmed in the Home information block.

Fourth, the learner selects the interesting contents from the multiple association table control, the multi-text data, and the multiple association table control, and when it is confirmed by the subsequent learning, the fun occurs.

Fifth, fun is generated by adjusting to a user vocabulary using the letter division symbol 22 and guiding by the vocabulary in which one's interests appear.

As you can see, the guide to make the content and solve the question is as follows.

First, he deletes what he knows from the text, identifies the difficulties at his eye level, and records his imagination one step ahead.

Second, find or make a helpful information block 10 to associate.

Third, visit the information block 10 to receive help. In addition, the association table control vocabulary is customized to guide the user's interest.

⇒

⇒

⇒

⇒ 를 반복하여 가면, 본문 자료 속에 있는 내용들이 점점 알듯말듯한 상태로 표현되므로 연관표제어 어휘도 점점 자신의 관심에 맞는 어휘가 되어 학습에 흥미를 느끼게 된다.after

⇒

⇒

⇒

If you repeat ⇒, the contents in the text material are expressed in a state of clarity, and the associated table control vocabulary becomes more and more vocabulary for one's interest, which makes you interested in learning.

By continuing the process as described above to configure the information block 10 according to their interests and interests, the learner has the advantage of learning and having fun, there is an advantage that the learning efficiency is improved.

Example 11: If you want to learn foreign languages effectively

The following describes how to learn foreign language smoothly through the information block.

Even if you have a habit of thinking in your native language, foreign language learning can be effective only if you can learn while studying a foreign language sentence without giving room to think in your native language.

While looking for the meaning of a word, you should be able to guess the meaning of the word while thinking of a foreign language sentence without giving time to think in your native language.

Also, even if you study grammar, you can't afford to think in your native language, such as teaching in your native language.

Even if you want to know the meaning of a sentence, you can not effectively afford to think in your native language, such as translating into Korean, thinking only the foreign language sentence, and guessing the meaning of the sentence can be effective foreign language learning.

In order to perform as above, it is comprised as follows.

To know the meaning of a word or phrase (hereinafter referred to as a word),

First, collect sentences (SAB, SAC, SAD,-) containing unknown words and find or create an information block {A} that is the heading of the word or phrase containing the word and register it with the original location in the text. do.

Secondly, it learns by searching the text sentence in the original position of the text data location, and guesses the common meaning of the word (A) that is unknown in the context.

Third, if you encounter a sentence containing the word (A) that had been guessing its meaning so far, the sentence is registered and reflected. The sentences containing the presumed word (A) are gathered one by one to assure the meaning of the presumed vocabulary.

⇒

⇒

⇒ 를 반복하여 또 앞뒤 문맥을 공부하며, 짐작만 했던 단어의 뜻을 다시 생각하고 조정해 간다.After that, whenever the word or vocabulary is registered

⇒

⇒

⇒ Repeat and study the context before and after, rethinking and adjusting the meaning of the words you had guessed.

In the above process, the foreign language sentences are constantly contacted, and the stimulus is constantly stimulated by the foreign language vocabulary, and the stimulus is associated with the foreign language sentences. Therefore, even if you have a habit in your native language, you will have less time to think in your native language. In this way, while memorizing and correlating sentences, the meaning of words can be guessed by itself, and foreign language learning is possible.

In addition, in order to learn to think only foreign language sentences, even if studying grammar,

First, group the texts with grammatical commonality so that they can be compared grammatically.

Second, we create information blocks {T1, T2,-} with vocabulary with grammatical commonality.

Third, the relevant contents should be related.

As described above, the text data is also grammatically grouped and tied in the control of association table, and the related contents are applied to the sentences in the text data to learn the learner's foreign language grammatical deficiency.

Even if you want to know the meaning of a sentence, you can guess the meaning of a sentence by reminding you of a foreign language sentence.

In order to do as above,

First, if there is an entry or word (A) whose meaning is not well understood in a sentence, find or create an information block {A} that is the heading of the word or the entry containing the word and identify a portion of the sentence containing that word. Register.

Second, while learning the reduced sentences of the text materials, reminiscent of the front and back sentences in the text position, and if necessary check the original position.

Third, if there are unrelated parts, unknown words, or unknown vocabulary in association with front and back sentences, find or create the information block {FA} with the corresponding vocabulary {FA} as the heading, and the related contents of the information block {A}. Register at the location.

Fourth, while learning to go to the home information block {FA}, the sentence containing A is also registered in the text data, and the information block {A} is registered as the association table control.

After that, while studying the text material,

⇒

⇒

⇒

⇒

⇒ 를 반복한다.

⇒

⇒

⇒

⇒

⇒ Repeat.

Fifth, find or create an information block by identifying the missing part in the interpretation of the sentence, the part that is not associated with the sentence, and associate it with other information blocks. .

Sixth, select from the text data or the association table control to continue learning later,

⇒ ---- ⇒

⇒

⇒ 를 반복한다.

⇒ ---- ⇒

⇒

⇒ Repeat.

⇒ ---- ⇒

⇒

⇒ 를 계속해서 시행하여 더 많은 문장을 암기하고 생각하게 된다.If you memorize a sentence you don't know and think about what it means,

⇒ ---- ⇒

⇒

⇒ Continue to try to memorize and think more sentences.

By doing this, if you can think of a number of sentences before and after the unknown sentences and think them in a foreign language, such as buff, the effect of learning a foreign language increases even if you do not know a few sentences.

In this way, learning about the parts that are not understood, such as learning of unknown words, learning of unknown words, learning to apply foreign languages to the situation, learning speed processing ability to think about sentences, etc. The effect of learning a foreign language only as a foreign language occurs without giving time to think of the native language.

By forming the continuous guide information block system through the above method, it is possible to learn a foreign language without giving time to think of the native language.

Example 12 Application to Mathematics Learning

A process of providing a math learning method using the information block system of the present invention will be described.

Looking at the process of registering to the information block 10,

First, find or create an information block {T} to register a problem in mathematics learning and register it in the information block {T} as follows.

Second, find and create an information block {R1} to help. And it moves to the information block {R1} to solve the problem according to the learning.

Third, find and create an information block {R2} that will help the second time for the remaining difficulties. Then go to the information block {R2} to learn and solve the difficulties.

⇒

⇒ 와 같이 하여 애로를 해결한다.The problem that will remain in the third and fourth

⇒

⇒ Resolve the difficulties by doing

Example 13 Application to Learning Chinese, Tonal and Pinyin in Chinese

If you apply it to Chinese, tonal and Pinyin,

The characteristic of Chinese character and tonal learning is that the object of study is similar and confused. Therefore, this learning can achieve the desired purpose by making similar things to be seen at the same time so that they can be repeated and compared.

If the learning of the tonal and pinyin with Chinese characters in the state of the relationship to complete the relationship of the information block of the present invention, it is possible to effectively learn that is very different from the learning so far.

定

,

片扁, --}를 통하여 상상할 수 있게 구성 한다. 그래서 궁금증을 야기하고, 확인하고 싶은 마음을 일게 한다. 그리고 위치번호{

2286

定

,

2543

片扁, --}를 통해 안내를 제공한다.First, in order to find the unknown tones, if you go to the word side, you will find several bundles of words with the same word and pinyin at the position of related content. In that set of letters, Pinyin and tonality are multi-letters {

定

,

I can imagine it through 片 扁,-}. So it raises questions and arouses the desire to confirm. And location number {

2286

定

,

2543

Provides guidance through 片 扁,-}.

2543pian 扁篇翩偏

便

片 扁篇翩偏

}되어 있다. 이렇게 함으로써, 성조에 대하여 자신이 아는 것과 잘 알지 못하는 것과 혼돈되는 것과의 사이에서 결손여부를 상상해볼 수 있다.Second, if you go to the Home information block, the pinyin is provided in the heading, so that only the curiosity about the pinyin is solved, and the tonality is divided so that one can guess again.

2543pian

便

片 扁 篇 翩 偏

} In this way, one can imagine a deficit between tonality and what is unknown and confused.

And the tone body materials ^{(扁-篇- 1207, -} ) can be found at.

2543pian 扁篇翩偏}의 표제어와 유사한 글형이 있는 다른 정보블럭{

2219崩

,

2222鞭便遍

便, --}의 표제어글형(

崩

,, 鞭便遍

便) 이 기록되어진다. 여기서는 병음과 성조를 짐작할 수 있도록 하여 궁금증을 야기한 상태에서 위치번호{

2219

崩

,

2222鞭便遍

便, --}의 안내를 받을 수 있도록 한다.Third, the information block now includes the information block {

2543pian Other information blocks with text similar to headings {

2219 崩

,

2222 鞭 便 遍

便,-} headings (

崩

,, 鞭 便 遍

Iii) is recorded. Here you can guess the pinyin and tonality, causing the curiosity and the location number {

2219

崩

,

2222 鞭 便 遍

便,-} to be guided.

Fourth, the heading of the home information block provides Pinyin, the tones are separated so that the tones can be guessed, and the confirmation can be done in the text data location.

In this way, by comparing each other, wondering and imagination, and using the heading position, the text data position, and the related content position to be confirmed in the next step, unlike the kanji study so far effective and interesting learning Can be done.

Example 14: If you want to study intensively

In order to provide a way for students to concentrate on their studies,

First, concentration is

1. When you find and find what you are looking for,

2. When you suddenly encounter better ideas you didn't think about,

3. When compared to each other,

4.When you can choose,

5. What will you attract? Or will you erase it? Would you leave it as it is? It happens when you can choose and implement it, when you can freely express your thoughts, and when you don't give yourself a chance to be distracted.

In the case of NO1-Concentration when you find and find what you want to find,-When looking for what you want to find so far, the most basic thing was to know the vocabulary. In other words, the head had to remember the vocabulary.

However, even if I don't know the vocabulary in my memory, there is something to look for. In some processes of learning, the effects of learning are more pronounced when you forget from memory. So even if you don't know the vocabulary, you need a way to find it.

First, use all the methods developed so far to know and find vocabulary.

Second, if the information does not know the vocabulary, find or create an information block {T} to register the information so that it can be found at the text data location.

Third, by registering the heading of the information block {T} in the related content position of another related information block 10, the heading can be found by the guide without knowing the heading of the information block {T}. You can find the text in the text.

Fourth, even in the case of finding a vocabulary vocabulary {T} that does not know the vocabulary, by associating {T} with several related positions of other related vocabularies, it is possible to approach the various positions and find the necessary contents. This makes it easier to find in many ways, improving concentration.

In the case of NO2-the concentration caused by suddenly encountering better thoughts

First, the information block {T} visited to find a better idea can be found among several contents in the text data location, or even better ideas not thought in multiple multiple-associative vocabulary of related content location.

Second, select one of the multiple association table control and find the necessary contents of the text data in the text data location of the home information block that was guided by the guide, or one step better thought that is not considered in the multiple association table control vocabulary at the related content location. It is possible to find.

⇒

⇒

⇒

⇒ 와 같이하여 생각지 못한 생각을 접하게 하여 집중력 야기한다.like this

⇒

⇒

⇒

⇒ As you encounter unexpected thoughts and cause concentration.

In the case of NO3-the concentration resulting from the comparison

First, the comparison between the heading vocabulary of multiple association table control at the heading position,

Second, comparison between the text data at the text data location,

Third, the comparison between the association table control of the association content position,

Fourth, when going to the home information block with the guidance of the associated heading 40, there is an advantage that the difference between the image and the remaining information in the information block and the information block 10 compared to each other through the comparison is curious and concentrated. .

For NO4-. To let you choose

Firstly, there are multiple texts and original location, so the text selection for future learning.

Second, after learning multi-text materials, it is possible to choose among multiple association headings for later learning, which leads to concentration that occurs when selecting.

In the case of NO5-'What will attract? Or will you erase it? Would you leave it as it is? Will you go further? ' To let you choose

First, in the heading position, 'What text content will be drawn and registered as the heading? What heading would you delete? Will you go further? ' Select.

Secondly, in the text data location, as above, 'What more text content will you register? What textual content will you delete? Will you go further? ' Select.

Third, in the related content position, 'What information block 10 will the title 20 be drawn here? What association table control (40) will you delete? Will you go further? ' Select.

Fourth, the customization of the vocabulary expressing one step ahead of imagination in multiple vocabulary vocabulary, the reappreciation of one's own thoughts expressing one step forward imagination in text, and the one step ahead of imagination in related vocabulary vocabulary. It creates concentration when you come across your own ideas, such as guiding vocabulary, and choosing from them.

As described above, it causes concentration by leaving the way open to express one's own imagination for later learning.

Looking at the situation how concentration occurs by the learning method of the present invention when the mind is distracted while studying,

Find or create the information block {T} to register the problem (Q).

First, will concentration be improved by comparing between the {text data, Q}, and will the concentration imagination of the text caused by seeing the texts (R1, R1a, R1b) will be chosen? Will not? It causes concentration by the choice.

Second, by learning the text material, some problems of Q are solved, which leads to concentration.

Third, since we know that there is an association table control to help solve the problem among the multiple association table control, it causes the concentration by the mind to look for it, and when we find the related vocabulary words (R1, R2, R3) to be helpful, tension on authenticity And cause concentration.

Fourth, concentration is generated by comparing the related vocabulary vocabulary {R1, R2, R3} where one step ahead of imagination is expressed.

Fifth, concentration is increased by the selection and guidance of the multiple association table control in which the imagination is one step ahead.

Sixth, when visiting the home information block, the comparison is made between the multiple association table control, causing concentration, and the concentration is caused by the imagination hidden between {table control vocabulary and its text data}.

⇒

⇒

⇒

⇒

⇒ 와 같은 과정이 계속되면서 집중력이 높아진다.after

⇒

⇒

⇒

⇒

⇒ As the process continues, concentration increases.

In addition, the related vocabulary vocabulary can be adjusted to suit the taste of the learner, and the concentration is enhanced by the guidance of the related vocabulary vocabulary (R1, R2) in which the interest is expressed. This reminder improves concentration.

The overall problem solving means so far is described as one diagram as follows.

Multi-word vocabulary allows you to guess the content of the text.

In addition, the multi-text material makes the content of the original text to be imagined, and by being multiplexed, the texts are compared with each other, and the learning of the differences in the comparison is conducted.

The multi-associative vocabulary vocabulary 26 now leads the way of selective learning from the information block 10 to the next information block and is guided through the adjustment of the associated heading 40 in which the imagination of the learner's one step ahead is expressed. Learning efficiency is improved.

1. Chinese kanji, Pinyin, tonal learning example

1. Learner shows the process of associating the Chinese kanji, pinyin, tonal learning with the process of setting the information block 10, for example.

1-1. example

1-2. Learning intention between headword, text data, associative table control, and home information block table control

As described above, induces learning by concealing and confirming the hidden imagination when moving between each component position given by {current information block heading ⇒ body material ⇒ related heading vocabulary ⇒ Home information block vocabulary ⇒}.

2. Example applied to learning English

2. An example of the application to English learning is shown in the process of linking the information block to the process of establishing it.

1-1. example

1-2. Intention to learn between the headword, the text, the associated headword, and the headword of the Home Information Block.

As described above, the imagination and confirmation are hidden when moving between the positions of each component given by the {headword vocabulary ⇒ related headword vocabulary ⇒} information block registered in the information block.

3. Application to Chinese Language Learning

3. For example, the process of associating with the process of setting up the information block 10 is shown.

1-1. example

1-2. Indicates the learning intention between the vocabulary vocabulary, the main text, the related vocabulary vocabulary, and the vocabulary vocabulary of the home information block.

As described above, induces learning through hidden imagination and confirmation when moving between each configuration position given by {headword vocabulary⇒ text data⇒ related headword vocabulary⇒ Home information block vocabulary} currently registered in the information block.

4. Application to the Bible

4. As an example of application to the Bible, a process of associating with the process of setting up the information block 10 is shown.

1-1. example

1-2. Indicates the degree of learning between the vocabulary vocabulary, the textual material, the associated vocabulary vocabulary, and the vocabulary vocabulary of the home information block.

As described above, induces learning by concealing and confirming when hidden between each constituent location given by {headword vocabulary⇒ text data⇒ related headword vocabulary⇒ Home information block vocabulary set in current information block.

As described above, the learner can find or create an information block {T} for problems that occur while learning, and construct an information block that has relevance therein so that the problems can be understood so as to increase the learning effect. There is an advantage.

Here, the terms and words used in the present specification and claims should not be construed as limited to ordinary or dictionary meanings, but should be construed as meaning and concept consistent with the technical idea of the present invention.

Therefore, the embodiments described in the specification and the drawings shown in the drawings are only the most preferred embodiment of the present invention and do not represent all of the technical idea of the present invention, various modifications that can be replaced at the time of the present application It should be understood that there may be equivalents and variations.

1 is a block diagram showing the configuration of a multi-continuous guide information block system according to the present invention.

FIG. 2 is a diagram illustrating a state in which a multiple continuous guide related information block system of FIG. 1 and a headword of the system are converted.

FIG. 3 shows that when there are many texts in the text data location, it is not clear, the contents {t1} having commonality are bundled together to make and separate the information block {t1}, and the information block {t} is related to the original information block {t}. It is a block diagram showing that can be seen at a glance.

Description of the Related Art

10: Information Block

20: Headings

22: Character Separation Symbol

24: location number

26: Heading Vocabulary

30: Multiple Association Headings

40: Association table control

Claims (8)

The document to be studied consists of a plurality of information blocks so that learning difficulties can be solved by providing guidance and information. Each information block can be related to the main text, the headword representing the main text, and the heading. Consists of related content consisting of the headings of other information blocks, The terminology includes a position number indicating the position of the information block, a heading vocabulary represented by one or more words or phrases representing the contents of the text data of the information block, and the same position number and the heading vocabulary in the same document. Consists of the character classification symbol displayed together with the location number and heading vocabulary for association with each other, The letter-separation symbol does not change the same number or vocabulary that may be present in the text when the location number and the headword vocabulary are adjusted, and the same location number and the headword displayed together with the letter-separation symbol in the document. Only the vocabulary changes in bulk, One or more headings described in the above-mentioned contents are displayed with a position number indicating a position of the Home information block with respect to the heading, and a character classification symbol. When the position number or the character classification symbol is selected, a Home information block corresponding to the position number is indicated. Customization method added to the multiple continuous guide associated information block system, characterized in that moved to. The method of claim 1, The information block uses a letter-separation symbol, and a letter and a number are used interchangeably in the position number, an outline number is used in the position number, or a character sequence is used in the position number. Customization method added to multiple continuous guide related information block system. The method of claim 1, The character division symbol is used only when the information block is edited in the information block, and the printing process includes the step of omitting the character division symbol. delete The method of claim 1, Customization method added to the multiple continuous guide associated information block system, characterized in that the information block is provided as a screen file of the computer. delete delete delete

Images