KR20010104115A - A tutoring method based on the Internet - Google Patents

Abstract

The present invention relates to an education method using the Internet, and more particularly, to an education method for helping understanding and application of a curriculum using the Internet. The teaching method using the Internet according to the present invention first provides a multimedia educational material (voice, animation) and simulation data on the principles of the contents of the education so as to fully understand the principles. At the end of the Principles Learning process, the diagnostic / clinic course will include understanding the student's understanding and providing intensive clinic lectures on areas that the student does not understand. At this stage, multimedia materials (voice, animation, etc.) are used to provide a sufficient explanation of the parts that are not understood. This will allow the student to understand the basic principles and complete principles of the unit. In addition, the method further includes the step of performing a comprehensive diagnosis to improve the application. In this comprehensive diagnosis step, students can present problems to the students and adjust the difficulty according to the correct answer to provide the problems, thereby improving the application ability to the student's level. By providing the student's level information identified through this comprehensive diagnosis, it is possible to obtain the effect of motivating the student to further study.

Description

A tutoring method based on the Internet}

Related application

The present invention discloses a patent application number 10-2000-8902 entitled "Internet Based Interactive Education Method and System" of February 23, 2000, and "Internet Based Correction Map" of February 29, 2000. Patent Application No. 10-2000-10261 entitled "Learning Journal System."

The present invention relates to an education method using the Internet, and more particularly, to an education method for helping understanding and application of a curriculum using the Internet.

The classification of education through the Internet can be classified into one-way teaching and one-way teaching. Among these methods of education, one-way Internet education is a way for a student to access, view, and learn a training program stored in a server. In a more advanced method, a moving picture is used. Although the education is provided lively, it must have a dedicated line of T1 or higher. In addition, in the conventional two-way Internet education, the trainee was all in the form of a system that can passively see the correct answer and the solution to the problem presented by the server.

In order to enhance the effectiveness of education in such a conventional system, multimedia materials are used, but it is difficult to obtain the essential level improvement effect of the students by simply using multimedia materials to induce the curiosity of the students.

Therefore, in order to enhance the effectiveness of the study, first, the principles of each curriculum are fully explained using multimedia materials, and the clinic course and application ability that provides a more detailed explanation of the weak points by understanding each student's understanding level. To improve the process.

The conventional Internet education method has a one-sided arrangement of materials, so it is possible to obtain educational effects due to curiosity, but it is difficult to obtain sufficient motivation for education and ultimately improve the level of students. In order to solve this problem, the present invention builds a multimedia database for principles and clinic lectures, and improves student understanding by using multimedia materials (voice, animation, etc.) in clinic lectures suitable for student level. And it builds a problem database to automatically select the problem according to the student's level to learn, and to provide statistical data on the problem (eg, average score, ranking in the overall) to motivate the learning and Inspire motivation

1A is a schematic block diagram of a system in which the present invention operates.

FIG. 1B illustrates the components of the web server and database server of FIG. 1A in more detail.

2 is a flow chart showing the overall flow for the online course according to a preferred embodiment of the present invention.

FIG. 3 is a diagram showing a mutual relationship between a process and data according to the flow shown in FIG. 2; FIG.

4 is a schematic flow diagram illustrating the overall flow of a diagnosis / clinic step, in accordance with an embodiment of the invention.

FIG. 5 is a flow chart illustrating a detailed process of the steps indicated by 52, 54, 56, 58, and 510 of FIG. 4.

6 is a flow diagram illustrating the flow of a comprehensive diagnostic process of the present invention for application and further learning.

<Explanation of symbols for the main parts of the drawings>

100: client

200: web server

300: database server

The present invention provides the steps of providing multimedia educational materials (voice, animation) and simulation materials on the principles of the educational contents to fully understand the principles, grasp the degree of understanding of the students and understand them The first feature is a diagnosis / clinic stage that provides intensive clinic lectures on areas that cannot be performed, and a comprehensive internet-based teaching method that includes performing comprehensive diagnosis to improve application ability.

In another aspect, the present invention is characterized by the ability to enhance understanding by providing different clinic courses according to the degree of understanding (ie, level) of the trainee for a particular curriculum.

Hereinafter, preferred embodiments of the present invention will be described in detail with reference to the accompanying drawings.

First, the present invention will be described with reference to FIGS. 1A and 1B.

FIG. 1A is a schematic block diagram of a system in which the present invention operates, and FIG. 1B is a diagram illustrating in more detail the components of the web server 200 and the database server 300 of FIG. 1A.

Client 100, i.e., a student, connects to the system through which the present invention will operate over the Internet. The education system of the present invention is largely composed of a web server 200 and a database (DB) server 300. The web server 200 is a web page for delivering the contents of the lecture to the student to obtain information from the student, the member level grasp engine to grasp the level of the student, and problem selection to extract the problem according to the level identified through this Has an engine. The member level identification engine and problem selection engine provide clinic lectures by accurately grasping the student's level, and have the function of automatically selecting and providing a problem with different difficulty levels.

The database server 300 has a principle learning voice database for principle learning, a diagnosis problem database and a clinic voice database for diagnosis / clinic. It also includes a problem database for comprehensive diagnosis and an individual problem solving database with data on overall academic performance for each individual. Here, it should be noted that the voice database for learning principles and the clinic voice database store voice data describing basic principles and clinic matters in order to obtain not only visual effects but also auditory effects. By taking such a configuration, it is possible to break the conventional static text provision-oriented education to enhance the effect of education using multimedia. The problem database stores about 300 million problems, allowing the problem selection engine to select various problems. This problem database is constantly being revised and supplemented with new issues. The member database contains detailed information about each member, and the system automatically defines the educational services available based on the school and grade information of the member. For example, a junior second grader can basically learn about a junior second grade course, and can complete the second grade course so that the third grade course can be automatically learned.

Next, with reference to Figures 2 and 3 will be described in detail for the online teaching process according to a preferred embodiment of the present invention.

FIG. 2 is a flowchart showing the overall flow of the online course according to the preferred embodiment of the present invention, and FIG. 3 is a diagram showing the interrelationship between the process and the data according to the flow shown in FIG.

First, when a student enters the school via the Internet (10), the system of the present invention performs member verification through ID and password confirmation stored in the member database of FIG. 1B (20). Select the unit and learning stage (ie, principle learning, diagnosis / clinic, comprehensive diagnosis) (30). These learning phases can be selected by the student as needed, and if not specifically selected, the system automatically proceeds to the principle learning 40, diagnosis / clinic 50, and comprehensive diagnosis 60 stages. As shown in FIG. 3, in the principle learning step 40, a lecture is conducted using multimedia data such as lecture data and animations stored in the principle learning voice database, and in the diagnosis / clinic step 50, a diagnosis problem database and a clinic are provided. Use voice database. At this time, the problem provided to the student is selected based on the level identified from the diagnosis problem database by the level detection engine and the problem selection engine. In the comprehensive diagnosis 60, after grasping the level of members using the individual problem solving history database, the problem for the comprehensive diagnosis is extracted from the problem database.

Next, a diagnosis / clinic process according to a preferred embodiment of the present invention will be described in detail with reference to FIGS. 4 and 5.

4 is a schematic flowchart illustrating the overall flow of a diagnosis / clinic process according to an embodiment of the present invention, and FIG. 5 is a detailed process of steps indicated by 52, 54, 56, 58, and 510 of FIG. 4. A flow diagram illustrating the flow for.

Diagnosis / clinic process 50 is composed of a plurality of steps consisting of a total of five steps, for example, as shown in Figure 4, for example, as shown in Figure 5, for example, a plurality of steps consisting of four detailed steps for each step It consists of a clinic lecture consisting of, and detailed diagnosis consisting of a plurality of steps consisting of three steps. When selecting the diagnostic / clinic process 50, a first step problem is presented that addresses the most basic aspects of each unit (step 51). If the problem is incorrect, further diagnosis of the first-level clinic lecture is carried out (step 52). Then, if the problem is corrected in the first step and the clinic lectures and further diagnosis proceeds to the next step (see Figure 5). In the next step, the same process as step 1 is performed. For example, when all five steps are completed, the diagnosis / clinic process for a specific unit is completed.

Looking at the detailed clinic process for each step with reference to Figure 5, for example, if the problem given in a particular step of the entire diagnosis / clinic process consisting of a five-step step is initiated a detailed clinic course. Clinic classes offered at each level (for example, incorrect answer clinic and x-level clinic course A) provide incorrect answer clinic lessons on the issues given and provide the key points for the steps and easier problems (e.g., Provides step x problem A). If you know the correct answer for a given problem, you will move on to the next step in the overall diagnosis / clinic process, but if you don't know it, you will be given a more detailed clinic course (ie incorrect answer clinic and x-level clinic course B). In this form, for example, all four clinic courses will be conducted. Here, clinic course B is a clinic course for basic and easy matters than A, C is more than B, D is more than C, problem B is easier than problem A, problem C is easier and more basic problem.

Next, the comprehensive diagnostic process of the present invention will be described in detail with reference to FIG. 6.

6 is a flow chart illustrating the flow of a comprehensive diagnostic process of the present invention for application and further learning.

First, in order to determine the student's level, the level information about the member is obtained from the member's problem solving database, the level is identified using the level grasp engine (step 62), and then the problem group is provided to the student from the problem database ( Step 63). Next, extract the problem using the level identified from this problem group (step 64), then present the problem (step 65), and adjust the difficulty level according to the correct answer of the presented problem (steps 66, 67 and 68). Provide problems.

The foregoing has been described to enable those skilled in the art to easily practice the invention in accordance with the illustrated embodiments, and is described in accordance with patent requirements. Those skilled in the art will be able to make various modifications to the illustrated embodiment, and the general wintry disclosed herein may equally apply to other embodiments. Thus, the illustrated embodiments are not intended to limit the invention to these embodiments, but to cover the widest scope consistent with the principles and features described herein.

According to the present invention, it is possible to enhance the student's understanding by allowing the lecture to proceed according to the student's level from the conventional simple form.

Claims (4)

In the Internet-based teaching method, a) providing educational and simulation materials on the principles of the teaching content to provide a sufficient understanding of the principles; b) a diagnostic / clinic stage with multiple sub-levels that identifies the student's understanding and provides intensive clinic instruction on areas the student does not understand; c) conducting a comprehensive diagnosis to improve application capacity; Internet-based education method comprising a. The method of claim 1, The diagnosis / clinic step is to provide different clinic courses according to the student's understanding of a particular curriculum. The method of claim 1, If the comprehensive diagnosis step is to continue the comprehensive diagnosis based on the determination of the end of the comprehensive diagnosis step 66, if the correct answer is corrected according to whether the correct problem is correct or not, the difficulty level is increased. And further adjusting downward. The method of claim 1, The educational material is a multimedia material.