KR20210114622A - Method and apparatus for providing study guide using learning ability enhancing algorithm - Google Patents

Abstract

Provided are a method and device for providing a learning guide using a learning ability reinforcement algorithm. The method of providing the learning guide using the learning ability reinforcement algorithm includes the steps of: indicating the intention of an examiner to be understood by a user in solving a test question; displaying detailed intentions constituting the intention of the examiner for each test question; displaying a description of the detailed intent for each test question; and displaying individual learning improvement information to improve the ability to understand author's intention based on user's personal achievement.

Description

Method and apparatus for providing a study guide using a learning ability enhancing algorithm

The present invention relates to a method and apparatus for providing a learning guide using a learning ability reinforcement algorithm.

A multiple-choice problem contains one or more correct answers among multiple choices. The test taker can obtain the score assigned to the question by selecting the correct answer option.

In order to obtain a score for a choice-type problem, it is necessary to select the correct option from among a plurality of options, so a technique for selecting the correct option or removing the incorrect option is required. In order to acquire these skills, systematic learning that allows you to choose the right option rather than vague learning about the subject may be required.

Republic of Korea Patent Publication No. 10-2017-0031110 (2017.03.20)

SUMMARY OF THE INVENTION An object of the present invention is to provide a study guide to a test taker so that the test taker can select a correct option.

The problems of the present invention are not limited to the problems mentioned above, and other problems not mentioned will be clearly understood by those skilled in the art from the following description.

In order to achieve the above object, an aspect of the method for providing a learning guide using the learning ability reinforcement algorithm of the present invention is to display the intention of the test taker to be grasped by the user in solving the test question, and each test question Displaying detailed intentions constituting the intention of the examiner, displaying a description of the detailed intention for each test question, and individual learning for improving the ability to understand the intention of the questioner based on the user's personal achievement and displaying the enhancement information.

The intention of the questioner includes a plurality of action areas, and the plurality of action areas are reading comprehension, which is an ability to read and interpret a text, predictive ability, which is an ability to use options, and an ability to utilize information included in the text. includes tooling.

Each of the reading comprehension, predictive power, and instrumental power includes at least one detailed action domain.

The displaying of the detailed intention includes displaying a corresponding detailed action area among the detailed action areas on each test question.

The displaying of the detailed intention includes displaying the number of the option corresponding to the detailed action area among the options included in each test question.

The displaying of the detailed intention includes displaying the detailed intention on different pages for each detailed item of the test subject.

The step of displaying the description of the detailed intention includes the step of explaining a learning method for improving the detailed action area corresponding to each test question.

The displaying of the individual learning improvement information may include: displaying individual achievement levels for the plurality of behavioral domains in a graph; displaying a related detailed behavioral domain among the detailed behavioral domains; and improving the ability of the detailed behavioral domains and at least one of indicating a supplemental problem for remediation.

The graph includes a graph in which individual achievement is reflected in a plurality of behavioral domains for all tests from a test performed in the past to a test performed finally.

The supplemental problem includes a problem for improving the ability of the associated sub-action domain.

The above exam questions include exam questions in the Korean language subject.

One aspect of the apparatus for providing a learning guide using the learning ability reinforcement algorithm of the present invention includes a communication module, a memory, and a processor for controlling the communication module and the memory, wherein the memory is the processor, the test question In solving the problem, the intention of the questioner to be understood by the user is displayed, the detailed intention constituting the intention of the questioner is displayed for each test question, a description of the detailed intention is displayed for each test question, and the user's personal achievement is displayed. It includes instructions for displaying individual learning improvement information for improving the ability to understand the intention of the test taker based on the basis.

The intention of the questioner includes a plurality of action areas, and the plurality of action areas are reading comprehension, which is an ability to read and interpret a text, predictive ability, which is an ability to use options, and an ability to utilize information included in the text. includes tooling.

Each of the reading comprehension, predictive power, and instrumental power includes at least one detailed action domain.

Displaying the individual learning improvement information includes displaying individual achievements for the plurality of behavioral domains in a graph, displaying a related detailed behavioral domain among the detailed behavioral domains, and solving supplementary problems for improving the ability of the detailed behavioral domains. at least one of the indications.

The graph includes a graph in which individual achievement is reflected in a plurality of behavioral domains for all tests from a test performed in the past to a test performed finally.

The supplemental problem includes a problem for improving the ability of the associated sub-action domain.

The details of other embodiments are included in the detailed description and drawings.

1 is a diagram illustrating a network environment for implementing a method of providing a learning guide using a learning ability reinforcement algorithm according to some embodiments of the present invention.
2 is a block diagram of an apparatus for providing a learning guide using a learning ability reinforcement algorithm according to some embodiments of the present invention.
3 is a flowchart illustrating a method of providing a learning guide using a learning ability reinforcement algorithm according to an embodiment of the present invention.
FIG. 4 is a view for explaining step S410 of FIG. 3 .
FIG. 5 is a diagram for explaining step S420 of FIG. 3 .
FIG. 6 is a diagram for explaining step S430 of FIG. 3 .
7 and 8 are diagrams for explaining the display of action areas and individual achievements for other detailed items of a test subject.
FIG. 9 is a diagram for explaining step S440 of FIG. 3 .
FIG. 10 is a view for explaining step S450 of FIG. 3 .
FIG. 11 is a diagram for explaining step S451 of FIG. 10 .
12 and 13 are diagrams for explaining steps S452 and S453 of FIG. 10 .
14A to 14D are diagrams for explaining a learning guide.

Hereinafter, preferred embodiments of the present invention will be described in detail with reference to the accompanying drawings. Advantages and features of the present invention and methods of achieving them will become apparent with reference to the embodiments described below in detail in conjunction with the accompanying drawings. However, the present invention is not limited to the embodiments published below, but can be implemented in various different forms, and only these embodiments make the publication of the present invention complete, and common knowledge in the art to which the present invention pertains It is provided to fully inform those who have the scope of the invention, and the present invention is only defined by the scope of the claims. Like reference numerals refer to like elements throughout.

The terminology used herein is for the purpose of describing the embodiments and is not intended to limit the present invention. As used herein, the singular also includes the plural unless specifically stated otherwise in the phrase. As used herein, "comprises" and/or "comprising" refers to the presence of one or more other components, steps, operations and/or elements mentioned. or addition is not excluded.

Unless otherwise defined, all terms (including technical and scientific terms) used herein may be used with the meaning commonly understood by those of ordinary skill in the art to which the present invention belongs. In addition, terms defined in a commonly used dictionary are not to be interpreted ideally or excessively unless clearly defined in particular.

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

The method of providing a learning guide using the learning ability reinforcement algorithm to be described below may be performed by a computing device (ie, a learning guide providing apparatus using the learning ability reinforcement algorithm). Computing device includes at least one of computer, workstation, server, desktop PC, netbook, smartphone, tablet PC, mobile phone, video phone, e-book reader, PDA, PMP, MP3 player, medical device, electronic device, and wearable device. may include Also, the computing device may be implemented as a centrally managed data storage environment or as a distributed data storage environment.

A user, which will be described later, refers to a user who takes an exam and is provided with a learning guide prepared based on the exam.

1 is a diagram illustrating a network environment for implementing a method of providing a learning guide using a learning ability reinforcement algorithm according to some embodiments of the present invention.

Referring to FIG. 1 , a learning guide providing apparatus (hereinafter, referred to as a learning guide providing apparatus) 200 and a user terminal 300 using a learning ability reinforcement algorithm may be connected through a network 100 .

The network 100 includes both wired and wireless methods. In particular, wireless communication is, for example, LTE, LTE Advance (LTE-A), code division multiple access (CDMA), wideband CDMA (WCDMA), universal mobile telecommunications system (UMTS), Wireless Broadband (WiBro), or GSM. It may include cellular communication using at least one of (Global System for Mobile Communications). Or, wireless communication, WiFi (wireless fidelity), LiFi (light fidelity), Bluetooth, Bluetooth low energy (BLE), Zigbee (Zigbee), NFC (near field communication), magnetic secure transmission (Magnetic Secure Transmission), radio frequency ( RF) or a body area network (BAN). Wired communication is, for example, universal serial bus (USB), high definition multimedia interface (HDMI), recommended standard-232 (RS-232), power line communication, or plain old telephone service (POTS), computer network (eg, LAN or WAN).

The learning guide providing apparatus 200 is a computing device that manages an application in which a learning guide providing method (hereinafter, referred to as a learning guide providing method) using a learning ability reinforcement algorithm according to some embodiments of the present invention is implemented, for example, It can be implemented in various forms such as a web server, a database server, a file server, and a mail server.

The user terminal 300 may access the learning guide providing apparatus 200 through the network 100 to receive the learning guide. The user terminal 300 may include a display means for displaying the learning guide, and the user of the user terminal 300 may check the displayed learning guide.

As illustrated, one or more user terminals 300 may access the learning guide providing apparatus 200 , and each user terminal 300 may receive and display a user guide for a corresponding user. The user may be provided with a user guide prepared only for himself/herself.

2 is a block diagram of an apparatus for providing a learning guide according to some embodiments of the present invention.

Referring to FIG. 2 , an apparatus 200 for providing a learning guide according to some embodiments of the present invention includes a bus 210 , a communication module 220 , a memory 230 , and a processor 240 .

The bus 210 may connect the communication module 220 , the memory 230 , and the processor 240 to each other to communicate with each other. The communication module 220 , the memory 230 , and the processor 240 may exchange control messages and data through mutual communication.

The communication module 220 may communicate with the user terminal 300 through the network 100 . The communication module 220 may receive a request for a learning guide from the user terminal 300 and transmit the learning guide.

Memory 230 may include volatile memory (eg, DRAM, SRAM, or SDRAM) and/or non-volatile memory (eg, one time programmable ROM (OTPROM), PROM, EPROM, EEPROM, mask ROM, flash ROM, flash memory, PRAM, RRAM, MRAM, hard drive, or solid state drive (SSD)). The memory 230 may include an internal memory and/or an external memory. The memory 230 may store, for example, commands or data related to at least one other component of the learning guide providing apparatus 200 . In addition, the memory 230 may store software and/or programs. A program may include, for example, a kernel, middleware, an application programming interface (API), and/or an application program (or "application"), and the like. At least a portion of the kernel, middleware, or API may be referred to as an operating system.

The memory 230 stores instructions for performing a method of providing a learning guide, which will be described later with reference to FIGS. 3 to 13 .

For example, the memory 230 displays the intention of the examiner to be understood by the user when the processor 240 solves the test question, displays detailed intentions constituting the intention of the examiner for each test question, and the test question It includes instructions for displaying a description of the detailed intention for each and displaying individual learning improvement information for improving the ability to understand the intention of the questioner based on the user's personal achievement.

Here, the author's intention includes a plurality of action domains, and the plurality of action domains include reading comprehension, which is the ability to read and interpret the text, predictive power, which is the ability to use options, and the ability to utilize information included in the text. May include tooling.

Reading comprehension, predictive power, and tool ability may each include at least one detailed action domain.

Displaying individual learning improvement information includes graphing individual achievement for a plurality of behavioral domains, displaying related detailed behavioral domains among detailed behavioral domains, and displaying supplementary problems for improving the ability of detailed behavioral domains may include at least one of

The graph may include a graph reflecting individual achievement in a plurality of behavioral domains for all tests from a test administered in the past to a test administered finally.

The supplemental questions may include supplemental questions to improve the ability of the associated detailed behavioral domain.

In the present invention, the test question represents the test question of the Korean subject. However, this is an example, and the learning guide providing apparatus 200 may provide a learning guide reflecting the intention and detailed intention of the questioner in other subjects such as English and mathematics. Hereinafter, it will be mainly explained that the test questions are Korean subjects.

3 is a flowchart illustrating a method of providing a learning guide using a learning ability reinforcement algorithm according to an embodiment of the present invention, FIG. 4 is a diagram for explaining step S410 of FIG. 3, and FIG. 5 is a step S420 of FIG. 6 is a diagram for explaining the step S430 of FIG. 3, and FIGS. 7 and 8 are diagrams for explaining that the action area and personal achievement for other detailed items of the test subject are displayed, 9 is a view for explaining step S440 of FIG. 3 , FIG. 10 is a view for explaining step S450 of FIG. 3 , FIG. 11 is a view for explaining step S451 of FIG. 10 , and FIGS. 12 and 13 FIG. 10 is a diagram for explaining steps S452 and S453 of FIG. 10 .

Referring to FIGS. 3 and 4 , the learning guide providing apparatus 200 may display the intention of the test taker, which the user should understand in solving the test question ( S410 ).

The author's intention may include a plurality of action areas. The plurality of action domains may include reading comprehension, predictive power, and instrumental power. Reading comprehension refers to the ability to read and interpret texts. Intellect refers to the ability to use options. Tool power refers to the ability to utilize information contained in a fingerprint.

Reading comprehension, predictive power, and tool ability may each include at least one detailed action domain.

Detailed behavioral domains included in reading comprehension may include obtaining central information, grabbing the central line, responding to the central line, connecting the central line, expanding the central line, creating a boundary, recognizing the boundary, establishing a boundary relationship, and connecting the boundary. have.

Obtaining central information refers to extracting at least one important part from the presented text. Centering refers to imprinting in your head important content that persists throughout the text. Responsive to the centerline refers to recognizing it quickly when returning to the centerline after deviating from the centerline. Connecting the centerline refers to keeping the centerline unbroken. Expanding the centerline refers to recognizing the surrounding content related to the centerline. Creating boundaries refers to making room in your head to organize new content in the text. Boundary recognition refers to recognizing in which boundary each content included in the fingerprint is included. Boundary relationship capture refers to recognizing the relationship between each boundary. Boundary linking refers to linking content included in different boundaries.

The detailed action areas included in the intellect may include KEEP, SETTING, and OUT.

KEEP indicates that if there is any unknown part of the contents included in the option, check it and proceed to the next procedure to solve the problem. SETTING refers to setting the content to be checked in the option in advance before confirming the option. OUT indicates that an option that is out of the center line of the passage is excluded from the correct answer.

Detailed action areas included in tool power may include KEEP, SETTING, and OUT. It may include phonemes, words, sentences, rules, Korean history, checking writing style, checking speaking style, and literary conceptual words/vocabularies.

Phonology represents recognizing the phoneme in the content included in the fingerprint, the word represents recognizing the meaning of an important word included in the fingerprint, the sentence represents recognizing the sentence structure of the sentence included in the fingerprint, and the regulation is the sentence Recognizing the grammar of the content included in the text, Korean history means recognizing the historical meaning of the content included in the fingerprint. Checking the writing method refers to recognizing how the contents included in the fingerprint were written. Confirmation of speaking method refers to recognizing the type of speech in which the content included in the fingerprint was written. Literary conceptual words/vocabularies refer to recognizing the meaning of conceptual terms in the contents of literary works included in the passage.

Referring to FIGS. 3 and 5 , the learning guide providing apparatus 200 may display detailed intentions constituting the author's intention for each test question ( S420 ).

The step of displaying the detailed intention may include displaying a corresponding detailed action area among the detailed action areas on each test question. For example, the step of displaying the detailed intention may include displaying the number of the option corresponding to the detailed action area among the options included in each test question. Referring to FIG. 5 , options 1, 2, 3, and 4 among the options for the first test question may be displayed in the Check speaking method of tool power item. This indicates that the options 1, 2, 3, and 4 of the test question 1 are related to checking the speaking style of instrumental power. Similarly, among the options for the 12th test question, option 4 is displayed in the obtaining central information of reading comprehension, options 3 and 5 are displayed in the word item of the tool history, and option 5 is displayed in the sentence item of the tool history and option 2 may be displayed in the Korean history item of tool power. This means that among the options in the 12th test question, option 4 is related to obtaining central information of reading comprehension, options 3 and 5 are related to words of instrumental power, option 5 is related to sentences in instrumental power, and option 2 is indicates that it is related to the Korean history of tool power.

A method of providing a learning guide using a learning ability reinforcement algorithm according to an embodiment of the present invention aims to provide a user with the ability to remove an incorrect answer among options for a test question. Accordingly, in the step of displaying the detailed intention, an option that is basically an incorrect answer may be displayed in each detailed action area. However, this is an example, and according to some embodiments of the present invention, a correct answer option may be displayed in a corresponding detailed action area.

3 and 6 , the learning guide providing apparatus 200 may display individual achievement (S430).

The individual achievement may include the number of questions 510 in which incorrect answers are selected among all test questions. In addition, the personal achievement may include an incorrect answer score 520 for each action domain, and may include the number of test questions 530 for selecting an incorrect answer for each action domain.

The Korean language course may include various detailed items. For example, the Korean language subject may be divided into Korean writing, non-literary, and literature according to the content included in the text. 6 to 8 , the step of displaying detailed intentions may include displaying detailed intentions on different pages for each detailed item of a test subject. 6 shows a page on which the detailed intention of the examiner for the test question that is a conversational text is displayed, FIG. 7 shows the page where the detailed intention of the questioner for the non-literary test question is displayed, and FIG. Represents the page where the intent is displayed. Each page may display detailed items 610 , 620 , and 630 of the corresponding page. Users can check the author's intentions provided for each detailed item through different pages.

3 and 9 , the learning guide providing apparatus 200 may display detailed intention explanations for each test question (S440).

The step of displaying the description of the detailed intention may include the step of explaining a learning method for improving the detailed action area corresponding to each test question.

Referring to FIG. 9 , the intention 710 of the test questions may be displayed for each test question. For example, the user indicates that the intention 710 of the test takers for the first test question is to confirm the speaking method of instrumental power, and the intention of the test takers for the second test question is to obtain central information of reading comprehension and setting the predictive power. can be checked

In addition, the page on which the description of the detailed intention is displayed may include an incorrect answer type 720 and an action area embodied tip 730 . The incorrect answer type 720 may include the reason why the incorrect answer was selected, and the action domain embodied tip 730 may include a method for improving the action domain set for the corresponding test question. The user may improve his/her own learning method to understand the intentions of the questioners by referring to the descriptions included in the incorrect answer type 720 and the behavioral domain embodied tip 730 .

Referring to FIGS. 3 and 10 , the learning guide providing apparatus 200 may display individual learning improvement information for improving the ability to recognize the intention of the questioner based on the user's personal achievement ( S450 ).

Referring to FIG. 10 , the step of displaying individual learning improvement information ( S450 ) includes the step of displaying individual achievements for a plurality of action areas as a graph ( S451 ), and displaying the related detailed action areas among the detailed action areas. It may include at least one of the step of doing (S452), and the step of displaying a supplementary problem for improving the ability of the detailed action area (S453).

Displaying the individual achievements for a plurality of behavioral domains in a graph (S451), displaying the related detailed behavioral domain among the detailed behavioral domains (S452), and displaying supplementary problems for improving the ability of the detailed behavioral domains At least one of the steps ( S453 ) may be recommended by the learning ability reinforcement algorithm. The learning ability reinforcement algorithm may include an artificial intelligence (Artificial Intelligence) algorithm.

Referring to FIG. 11 , the graph may include graphs 810 , 820 , and 830 in which individual achievements in a plurality of behavioral domains for all tests from a test performed in the past to a test performed finally are reflected.

FIG. 11 illustrates graphs 810, 820, and 830 showing the number of incorrect answers for each action area during the first test to the fifth test. Reference numeral 810 denotes a graph for reading comprehension, 820 denotes a graph for predictive power, and 830 denotes a graph for instrumental power. The user can determine his/her level for each action area through the graphs 810 , 820 , and 830 . For example, since the number of incorrect answers for reading comprehension decreases as the test progresses, the user can confirm that the level of reading comprehension is improving. Since the number of incorrect answers on the intellect repeatedly increases and decreases as the test progresses, the user can confirm that the level of the intellect is unstable. Since the number of incorrect answers for tool power increases as the test progresses, the user can confirm that the level of tool power is decreasing.

The graphs 810 , 820 , and 830 reflect individual achievement in the behavioral domain accumulated up to the last test as well as the test performed in the past. Accordingly, the user can determine the progress direction of his/her level for each action area through the graphs 810 , 820 , and 830 .

10, 12, and 13 , the learning guide providing apparatus 200 may display related detailed action areas 911 to 914 and 931 to 933 among the detailed action areas.

In the present invention, the related detailed action domains (hereinafter referred to as "related domains") (911 to 914, 931 to 933) are a plurality of detailed action domains that allow selection of correct options only when they are simultaneously acquired in selecting options for exam questions. represents a group of As shown in FIG. 12 , obtaining central information, grabbing the central line, responding to the central line, connecting the central line, and expanding the central line form one related area 911 , and similarly, other detailed action areas are also individual. Associative regions 912 , 913 , and 914 may be formed.

Although FIG. 12 shows that detailed action areas included in the same action area form the related areas 911 to 914, as shown in FIG. 13 , the detailed action areas included in different action areas are related to the associated area 931 . ~933) can also be formed. For example, obtaining central information of reading comprehension, grabbing a central line, creating a boundary, and phonology and words of instrumental power form one association area 931, and other detailed action areas also form individual association areas 932 and 933. can be formed

The method of providing a learning guide may display a description (not shown) of each of the related areas 911 to 914 and 931 to 933 . The description of the related areas 911 to 914 and 931 to 933 is not a description of each detailed action area, but the ability to connect the detailed action areas including the relevant area to each other and analyze them to select the right option It may include a method for improving the

Also, the learning guide providing apparatus 200 may display supplementary problems 921 to 924 and 941 to 943 for improving the ability of the detailed action domain.

Supplementary problems 921 to 924 and 941 to 943 may be provided for each detailed action area, and as shown in FIGS. 12 and 13 , may also be provided for each related area 911 to 914 and 931 to 933 . Users can improve their level in each detailed behavioral domain or improve their level in related domains (911-914, 931-933) through the provided supplementary problems (921-924, 941-943). have.

On the other hand, a learning guide including the transition learning diagnostic kit described with reference to FIGS. 6 to 8 and the behavioral domain analysis chart described with reference to FIG. 9 may also be included in the technical spirit of the present invention. That is, the learning guide may be in the form of a booklet, a note, a handout, an e-book, or an electronic document (eg, word, Hangul, pdf, jpg, etc.). For example, a learning guide may include several sheets of behavioral domain analysis chart, followed by several sheets of behavioral domain analysis chart.

After the user takes the exam (eg, 2 mock exams), the user can review the exam and use the study guide to improve skills.

14A to 14D are diagrams for explaining a learning guide.

14A to 14D , the learning guide may include transition learning diagnostic kits 1110 and 1120 and behavioral domain analysis charts 1210 and 1220 .

The transition learning diagnostic kits 1110 and 1120 may include a diagnostic kit cover page 1110 and a diagnostic kit content page 1120 . The diagnostic kit cover page 1110 may include individual achievements in the behavioral area for each detailed item of the test subject and overall personal achievement in the corresponding test subject. The diagnostic kit cover page 1110 may include only a brief personal achievement, and details may be omitted.

The diagnostic kit content page 1120 may include detailed individual achievements in the behavioral area of the test subject. Specifically, on the diagnostic kit content page 1120, the author's intention including a plurality of action areas is displayed, and the plurality of action areas include reading comprehension, which is the ability to read and interpret a fingerprint, and predictive power, which is the ability to utilize options. And, it may include a first area including tool power, which is the ability to utilize information included in the fingerprint, and a second area displayed by matching the author's intentions for each of a plurality of test questions.

Here, in the first area, the reading comprehension, the predictive power, and the tool power each include at least one detailed action area, and in the second area, for each of the plurality of test questions, an incorrect option is assigned to each detailed action area. displayed in correspondence. That is, if the answer to question 1 is number 5, incorrect answers 1 to 4 indicate what ability the examinee is trying to see or what kind of mistake the user (ie, examinee) is to induce.

After the user (student) takes a specific test (for example, 2 mock exams), the user (student) checks the transitional learning diagnostic kit, It can be checked whether it corresponds to the detailed action area.

The behavior domain analysis charts 1210 and 1220 may include a behavior domain cover page 1210 and a behavior domain content page 1220 .

The action area cover page 1210 may include brief personal information about the user (student).

The action area content page 1220 includes detailed descriptions of the author's intentions for each of a plurality of test questions, and information for improving the ability of the user to understand the author's intentions.

Accordingly, the user can increase the ability to improve the ability to grasp the intention of the questioner for the test question in which the incorrect answer is checked while checking the behavioral domain analysis chart.

Although embodiments of the present invention have been described with reference to the above and the accompanying drawings, those of ordinary skill in the art to which the present invention pertains can practice the present invention in other specific forms without changing its technical spirit or essential features. You will understand that there is Therefore, it should be understood that the embodiments described above are illustrative in all respects and not restrictive.

100: network 200: learning guide providing device
210: bus 220: communication module
230: memory 240: processor
300: user terminal

Claims (14)

Displaying the intention of the examiner to be grasped by the user in solving the test question;
displaying detailed intentions constituting the author's intentions for each test question;
displaying a description of the detailed intention for each test question; and
A method of providing a learning guide using a learning ability reinforcement algorithm, comprising the step of displaying individual learning improvement information for improving the ability to understand the intention of the questioner based on the user's personal achievement. According to claim 1,
The author's intention includes a plurality of action areas,
The plurality of action areas are
Reading comprehension, the ability to read and interpret texts,
Foreknowledge, the ability to use options, and
A method of providing a learning guide using a learning ability reinforcement algorithm including tool power, which is the ability to utilize information contained in a fingerprint. 3. The method of claim 2,
The method for providing a learning guide using a learning ability reinforcement algorithm, wherein each of the reading comprehension, predictive power, and tool power includes at least one detailed action area. 4. The method of claim 3,
The displaying of the detailed intention includes displaying a corresponding detailed action area among the at least one detailed action area to correspond to each test question. 4. The method of claim 3,
The displaying of the detailed intention includes displaying the number of the option corresponding to the detailed action area among the options included in each test question. 6. The method of claim 5,
A method of providing a learning guide using a learning ability reinforcement algorithm, wherein the number of the option displayed to correspond to the detailed action area is the number of the incorrect answer. 4. The method of claim 3,
The step of displaying a description of the detailed intention is,
A method of providing a learning guide using a learning ability reinforcement algorithm, comprising explaining a learning method for improving a detailed behavioral area corresponding to each test question. 4. The method of claim 3,
The step of displaying the individual learning improvement information is,
displaying the individual achievements for the plurality of action areas in a graph;
displaying a related detailed action area among the detailed action areas; and
A method of providing a learning guide using a learning ability reinforcement algorithm, comprising at least one of displaying a supplementary problem for improving the ability of a detailed behavioral domain. 9. The method of claim 8,
The graph is a method of providing a learning guide using a learning ability reinforcement algorithm including a graph reflecting individual achievement in a plurality of action areas for all tests from a test conducted in the past to a test finally conducted. 9. The method of claim 8,
The supplementary problem is a method for providing a learning guide using a learning ability reinforcement algorithm including a problem for improving the ability of the related detailed action area. communication module;
Memory; and
A processor for controlling the communication module and the memory,
The memory is the processor,
In resolving the test questions, the user should understand the intention of the questioner,
Displaying detailed intentions constituting the intention of the examiner for each test question, displaying a description of the detailed intention for each test question,
Displaying individual learning improvement information to improve the ability to understand the author's intention based on the user's personal achievement,
A device for providing a learning guide using a learning ability reinforcement algorithm, including instructions. 12. The method of claim 11,
The intention of the test taker includes a plurality of action areas, wherein the plurality of action areas are reading comprehension, which is an ability to read and interpret a fingerprint, predictive ability, which is an ability to use options, and an ability to utilize information included in the text. including tools,
A learning guide providing apparatus using a learning ability reinforcement algorithm in which a description of the detailed intention is displayed for each test question, and a description corresponding to the incorrect answer is displayed. As a learning guide including a transitional learning diagnostic kit area and a behavioral area analysis chart area,
The transition learning diagnostic kit area is,
The intention of the examiner including a plurality of action areas is displayed, and the plurality of action areas are reading comprehension, which is an ability to read and interpret a text, predictive ability, which is an ability to use options, and an ability to utilize information included in the text. a first region comprising a tool force;
a second area displayed by matching the intention of the examiner for each of the plurality of test questions;
The behavioral domain analysis chart area includes a detailed description of the author's intention for each test question, and information for improving the user's ability to understand the questioner's intention, a learning guide. 14. The method of claim 13,
In the first area, the reading comprehension, the predictive power, and the tool power each include at least one detailed action area,
In the second area, for each of the plurality of test questions, an incorrect answer option is displayed in correspondence with each detailed action area.

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