KR20120114873A

KR20120114873A - Reverse stepping english words learning program or device using permanent memory and logical analysis

Info

Publication number: KR20120114873A
Application number: KR1020110032683A
Authority: KR
Inventors: 임성훈
Original assignee: 임성훈
Priority date: 2011-04-08
Filing date: 2011-04-08
Publication date: 2012-10-17

Abstract

PURPOSE: A learning program or a learning device using a reverse word learning method through a long term memory system and logical analysis is provided to easily and interestingly learn words through understanding by confirming a generation process of a word through connection with the long term memory system. CONSTITUTION: After a description with reverse learning execution is provided, a learning program or a learning device provides a word generation process(S200). The learning program or the learning device evaluates learning by using an image or a video. The learning program or the learning device classifies a long term memory item into a primary, a secondary, and a tertiary. The learning program or the learning device sets the classified long term memory item as a standard for learning evaluation(S300). [Reference numerals] (AA) Flowchart of reverse learning step(S200) and learning confirmation step(S300); (BB) Starting learning; (CC) Selecting a learning unit; (DD) Reverse leaning: 1) showing images and pictures and explaining 2) logical analyzing and procedural explaining; (EE) Confirming learning; (FF) Giving learned words in questions; (GG, II, KK, MM, QQ) Correct answer?; (HH) Giving a first hint; (JJ) Giving a second hint; (LL) Giving a third hint; (NN) Failure: allocating "F"; (OO) Data; (PP) Giving a next question; (RR) Residual questions; (SS) Recording learning evaluation

Description

Reverse stepping English words learning program or device using permanent memory and logical analysis}

The present invention implements a learning program or learning apparatus for efficiently memorizing English words, and more particularly, after collecting images, photos, or videos around learners that can help to memorize and memorize English words. Learn through these retrograde steps that allow learners to select what is in their long-term memory (which they already know), explain how the choices relate to English words, and provide information on how words are made It is a learning program or learning device that enables learners to identify weak words by providing learning evaluation problems to learners after learning, and also calculates absorbency of each word of English so that learners can manage and plan their own learning.

Most of the currently used word memorization techniques use flashing blinks, word suggestion through images or pictures, or reminiscent of English word pronunciation.

Word memorization or word learning is used to make learners remember words.

All of these learning methods differ only in the way they present words. They can be said to have a structure of progression of “showing words to learners” that 1) show words and 2) let learners memorize. Such a word memorization or word learner can be said to use a method of strengthening “momentary memory” in the human memory system, which is in fact a “memorization through repetition of instantaneous memory” that simply memorizes while continuing to write words. The same principle.

The difference between these methods is how to reinforce "instantaneous memory", which is the core of most learning methods and learners.

The current word-learning method uses a method of strengthening "momentary memory" under the assumption that the human memory system is one, but as noted by experiments by Brenda Milner (1918, Ph.D. Has another memory system. For these human memory systems, neuroscientists say they have at least two memory systems.

The first is the "immediate memory" used by current word learning and word learning methods, as explained earlier. This is a memory system that is settled in memory if we keep repeating what we see (instantaneous). After this, it can be said that the memory system is easily forgotten.

The second is permanent memory, which, unlike “momentary memory,” is a memory system that is never forgotten even if time passes, such as how to ride a bicycle or as a very important event or mysterious experience.

This long-term memory system is divided into two types: 1) it can be divided into declarative and procedural memory.

Descriptive long-term memory is, "Ah, you broke the window." I was so upset! And you've run away! ”

Procedural long-term memory is like remembering the way you solve a puzzle and then applying it the next time you solve the same or similar puzzle. This procedural memory can include riding a bicycle or remembering how to hit the ball with a baseball bat.

Since there are two types of memory system, it is possible to maximize the learning effect if you use something that is already in “long-term memory” rather than “momentary memory”. The memorization order in the order of "showing the word to the learner" is reversed, and the process starts with "the learner's knowledge and the word is made."

In other words, the words are explained and explained using words or labels, such as the names of memories and memories in the “long-term memory system” that the learner already knows, such as the names of brands or drinks that are already forgotten because they are so often encountered in life. It is a way to expand them (reverse word learning using long-term memory system).

For example, the method described above is as follows.

In the case of existing learning methods that use “repetition of instantaneous memory or reinforcement of instantaneous memory”

To explain the word "contagion epidemic",

use.

1) make the word blink continuously

2) Show images or pictures of people suffering from infectious diseases

3) It's a big one before turning the plague in the country's state: induced by presenting a situation similar to container taejyeon (contagion) learning to pronounce the word.

4) Show similar words. Or to indicate importance.

All of these methods can be said to reinforce the "momentary memory". This will have a recursive structure that "shows the word first to the learner" because it reinforces the effect of memorizing the word while showing it to the learner.

In the case of retrograde word learning, however, it can be explained by the example of the “tag out” of baseball games, which are familiar with eliciting memories in the learner's “long-term memory system”.

Most learners have known, experienced, or watched the sport of baseball so that tag outs in baseball games can catch the ball and make the ball “touch or stick” to the runner's body to let the runners out. I know that.

That's why the learner “tags out” in a baseball game.

By showing that the tag means "touches or sticks"

It is combined with long-term memory that we already know.

If you use long-term memory like this, you can memorize the words by showing them first.

Unlike traditional learning methods, it has a retrograde structure that starts with the learner's memory.

By using this method, the process of making words is explained procedurally one by one, which makes it easier to understand words and is directly linked to long-term memory systems.

After this process

It can be easily understood and strongly memorized by showing the word "contact infection" in the sense of sticking together, ie, by contact.

This retrograde learning uses both 1) descriptive long-term memory and 2) procedural long-term memory in the long-term memory system. 1) “I was aware of“ tag out of baseball ”. Memory to describe ”and 2) Procedural memory is used because we learn how words are made using the memory that we already have.

In this process, procedural long-term memory requires some kind of logical analysis because procedural processes require some kind of stepwise logic.

In the case of etymology learning that is used in the past, it shows how a word is composed by showing a combination of etymology and prefix suffix, but the synonym (ex: instance / example description and the difference between spelling and pronunciation (crash and crush)) Things are recognized as a word and do not have procedural explanations. To explain this, we need to use some kind of logical analysis,

In the case of crash and crush, which look like a single word, the logical phoneme is explained and explained as the sum of the two words with the common phoneme as the point of contact as follows.

crash = crack + dash: cr + ash: run to break

crush = crack + push: cr + ush: press to break

The procedural long-term memory of learners can be utilized by showing the process of separating and combining words with similar spelling and pronunciation through logical analysis.

In this way, the learning system that uses the long-term memory that the learner already knows and the backward word learning method that memorizes the words through logical analysis can be said to maximize the memory effect.

The learner or learning program using this method provides the learner with 1) reverse step preparation step 2) retrograde step 3) learning check step 4) learning evaluation report step 5) word absorbency evaluation step.

The present invention aims to increase the effect of English word learning by excluding the instantaneous memory system utilized by the existing learning method or the learner and utilizing the long-term memory system that is not forgotten among the human memory systems.

The present invention is the first to check the long-term memory of the learner, the exposure to the learner in a lot of life to collect the images, photos or videos that are already remembered or known, learner knows that the learner Preparation stage, allowing the user to select

Through this screening process, students construct their learning through long-term memory items, and when learning begins, a regression step that shows how long-term memory items are made and how English words are made through this process. It is characterized by the steps that enable learning, provide learning confirmation test after learning, and calculate the rate of absorption for each word so that learners can plan and execute their own learning.

The present invention enables the long-term memory of the words learned by the word learning method that uses the long-term memory system not forgotten, but forgotten, and through the understanding because it confirms the process of making words connected to the long-term memory system rather than simple memorization. It can cause learning effects that can be easily and funly felt.

Flowchart (S100) Flowchart for the retrograde preparation step
Flowchart (S200 & S300) Flowchart of regression step and learning confirmation step
Flowchart (S400) Learning Evaluation Report Flowchart
Flowchart (S500) Word Absorption Evaluation Step Flowchart

1) Retrograde Preparation

A word learning device or word learning program first provides a "reverse step," which provides the learner with an image, photo, or video on the screen. The images, pictures, or videos recorded in the storage device are continuously recognized and utilized through the surrounding environment of the learning group (word learners), and used as tag outs, vitamin drinks, bus terminals, serving part-time, These include crackers, flat tires, and perms at salons .

Provided Images, photos, or videos are extracted according to the learner's choice, and those that are not selected are classified as secondary learning subjects. Secondary learning subjects are assigned low priority and are subsequently learned by the same learner. Let's proceed.

(Elementary level words such as mother, father, school, run, go, sing, etc. are excluded from the target of the words to be studied, and they are tentatively targeted to learning groups over 14 years old.)

In general, as the age or grade of the learning group rises, more of the image, photos, or videos are selected, resulting in a greater proportion of words that can be learned. In the case of a learning group, such as a word learning apparatus or a word learning program can learn the maximum amount of words.

The higher the age, the higher the probability of image selection, and the higher the college students or older, the more likely they are to select all the presented images as long-term memory items.

The word learning device or word learning program sets the selected image, picture or video as a long-term memory item, stores this list, and forms a learning unit according to the set daily learning amount or classification criteria.

2) retrograde stage

In executing the retrograde preparation phase, the learning device or program provides the learner with a description of the long-term memory items on the screen and through the voice, providing information about how they relate to words. In the process of advancing this retrograde step, the learning device or learning program shows step by step the process of forming words as secondary explanation. In order to reinforce the understanding of the word formation process, a parallel analysis such as showing a single word as the sum of two words with a common phoneme as a contact point is also shown in parallel.

3) Learning Confirmation Step

When the retrograde step is completed, the word learning apparatus or learning program provides a learning confirmation step. In this learning confirmation step, one of the words described in the retrograde step is presented to the learner through the screen, and provides the function of selecting the correct answer for the presented word. The word can be presented as "English word" or "Korean meaning" depending on the user's preset.

If the correct answer is selected, the next word problem will be solved. If the correct answer is not selected, the long-term memory item (photo, image, or video) shown on the screen will be returned to the learner. Provide a first hint through the show.

If the correct answer is chosen after providing the first hint, the next step is to solve the word problem.

If the correct answer is not selected after providing the first hint, the second hint is provided by showing the learner again the explanation provided on the screen in the retrograde step.

After providing the second hint, if the correct answer is chosen, the next step is to solve the word problem.

If the correct answer is not selected after providing the 2nd hint, the same step

The third hint is provided by showing the learner the "stepwise process of forming words with logic analysis" that was provided. The end of the stepwise process is then not provided.

If the correct answer is selected after the 3rd hint is given, the process proceeds to the next word problem.

If the correct answer is not selected even after the 3rd hint is provided, the final answer is displayed on the screen along with the final part of the stepwise process of forming the word with logic analysis, and the evaluation of the word is “F” (fail failure). And then move on to the next word problem.

4) Learning evaluation report stage

When all the word problems learned in the unit are executed through this repetition process, the learning device or the learning program ends the unit learning and generates a word learning evaluation report for the unit and provides it through the screen.

The vocabulary learning assessment report includes the following:

1. The total number of words learned

2. The number of words in which the correct answer was chosen without a hint and the list

3. The number of words and the list of the correct answers after the first hint is given.

4. The number of words and the list of the correct answers after the second hint was given.

5. The number of words and the list of the correct answers after the third hint is given.

6. The number of words assigned to F (failure) and their list

7. Word memorization rate (word memorization rate is calculated as follows)

({Number 2 + [Number 3 x 1/2] + [Number 4 x 1/3] + [Number 5 x 1/4]) / Number of Total Learning Words) x 100

When the vocabulary learning evaluation report is finished, the learner or program provides a choice of whether to solve the problem again for the words listed in 3, 4, 5, and 6, and the current learning evaluation if “Yes” is selected. Save the report and repeat the learning assessment for that word.

If “No” is selected, save the current assessment report and proceed to the next lesson.

If the additional word learning assessment has been completed, the report will be presented on the screen in the same format as the first word learning assessment report when the word learning assessment is completed. Again, the user will be given the choice of whether to conduct the additional word learning assessment and “Yes”. If is selected, the current secondary learning evaluation report is stored and the learning evaluation for the corresponding word is repeated again. If “No” is selected, save the current assessment report and proceed to the next lesson.

If “Yes” is selected continuously for the additional word learning evaluation, the additional word learning evaluation is repeatedly executed, but when the word memorization rate reaches 100%, the additional word learning evaluation is automatically terminated and the next unit learning is performed. Proceed.

5) Word Absorption Evaluation Step

When learning and word learning evaluation is completed for individual learning units or all learning units, the learner or program evaluates the learner's absorption of the whole word list in which the learning was conducted. Provide

1. 100% Absorption (words with correct answers without hints in learning assessment)

2. 50% Absorption (Words choose correct answer after providing first hint)

3. 35% Absorption (Words choose correct answer after providing 2nd hint)

4. 25% Absorption (Words choose correct answer after giving 3rd hint)

5. Absorption 0% (word assigned F in Learning Assessment)

This listing provides the learner with information about which words are vulnerable.

The learning device, or learning program, provides the learner with a choice of whether to construct learning by extracting only 50%, 35%, 25%, and 0% absorbance words. If “Yes” is selected, the user-specified word list is saved in the storage device or DB so that the learning consisting of only those words can be started again.

If "No" is selected, the learning device or learning program saves the learner's absorption for the entire word list and ends learning for later use.

none

Claims

A learning apparatus or learning program for learning a foreign language word, comprising: a setting which uses images, photos, videos, etc. already stored or known due to a large exposure to the learner without using a circulation method of presenting the word first;
Settings that allow the student to select these images, photos, or videos stored through the screen; Setting a selected image, photo, video as a “long-term memory” item, storing a corresponding list, and forming a learning unit according to daily learning amount or classification criteria;
Presenting “long-term memory items” on the screen and providing explanations related to the presented images, photos, or videos during the learning process. Procedurally show how the words to be learned are made according to the combination procedure using the description step;
Extract the image, photo or video used in the retrograde step as a primary hint for evaluating learning outcomes, and present the on-screen procedure of the combination of secondary hints and words learned. Learning confirmation using a third hint to do;
Based on the data collected in the learning confirmation phase, the words are classified according to the number of hints used, and the word memorization rate is calculated based on a specific formula. A learning evaluation report step of providing a function of selecting whether to proceed;
A word absorbency evaluation step of classifying all words learned in the individual learning unit or the whole learning unit according to the degree of absorption, and providing a function of selecting whether to individually store or configure other learning according to the provided classification criteria; Word learning apparatus or word learning program, characterized in that to create a learning content using

A setting for storing an image, a photo, or a video in the retrograde preparation step (S100) and showing the same to the learner through the screen before the word to perform the retrograde of the learning;
It allows the learner to select the images, photos or videos presented and sets them as long-term memory items, and sets the unselected items as secondary learning items so that the learner can set priorities for learning,
Learning device and learning program using setting means that enables learners to distribute selected items to learners through desired word learning, topic classification, and related classification

After the retrograde preparation step, providing a description of an image, a photo, a video set as a long-term item, and executing the retrograde learning;
After providing the explanation that proceeds with the retrograde learning execution, the retrograde step of using the process of recognizing the word to the learner by providing a process showing that the word is made according to the combination procedure based on the retrograde learning (S200) Learning device and program, characterized in that to reinforce word recognition using logical analysis based on the contact element

After the learning is completed, the setting for performing the evaluation of the learning using the image, photo, or video (long-term memory item) used in the retrograde step (S200) and the long-term memory item used in the retrograde step 1, 2 Learning confirmation step (S300) characterized in that it is classified into the third, third and set as the basis of the learning evaluation

Based on the data of the learning confirmation step (S300) word learning device or a word learning program, characterized in that the learning evaluation report (S400) provides a function that allows the learner to select a word with a low memorization rate to proceed further learning confirmation step

Word learning device that provides a word absorption evaluation step (S500) that has the function of classifying the completed learning in the whole unit learning or individual unit learning by the absorption rate, and the user stores the low absorption rate separately and set it as a separate learning Or word learning programs.