201035920 六、發明說明： 【發明所屬之技術領域】 本發明是有關於一種學習系統，且特別是有關於一種 語言閱讀能力的學習糸統。 【先前技術】 一位語言練達者，在閱讀其所熟悉之語言所撰寫而成 〇 的文章時，會在腦中進行四種思考行為。第一種思考行為 是清楚理解文字，也就是逐一辯證所有的句子、片語及單 字。第二種思考行為是深入辨析隱藏在字裡行間的含意， 也就是理解每個句子所明示或隱喻的意圖。第三種思考行 為是掌握段落大意。而第四種思考行為則是根據目前段落 之内容，預測或預期文章的發展。 然而，對一位語言學習者而言，在閱讀一篇文章時， 可能會對每一個段落都產生些許誤解。而這些誤解累加的 Q 結果，便是語言學習者無法充分掌握文章内容。此時，若 需提升閱讀能力，端賴語言教導者對一篇文章的每個段落 進行剖析。正所謂學學半，諸多語言學習者之間的相互交 流不僅可以共同提升多位語言學習者的能力，亦可幫助語 言教導者不至於疲於奔命。 科技存在的價值，即在於減輕人力需求繁重的重複性 工作行為。但目前雖有諸多語言學習輔助產品問世，確皆 流於解決片面的問題，例如電子辭典或網路分享閱讀心 得，都僅能幫助語言學習者在上述第一種思考行為中，掌 201035920 握單字及一種思考模式。因此，建構一套全面性的語言學 習系統實為發前人所未思之聩。 【發明内容】 本發明之技術態樣在於提供一種閱讀能力提升系統， 以輔助語言學習者清楚理解文字、深入辨析文章含意、掌 握段落大意及預測文章發展。 〇 根據本發明之一技術態樣，提供一種閱讀能力提升系 統，係建立於一網路伺服端，以供複數個用戶端存取，其 包括一儲存模组、一測驗模組、一流程模組、一編輯模組、 一即時通訊模組及一權限控制模組。儲存模組係供一第一 用戶端儲存-第—文本段落、—第二文本段落及三第一文 測驗模組係提供第—文本題庫予—第二用戶端以 ，驗結果，流程模組係根據測驗結果決定是否提供 落予第二用戶端。編輯模組係供第二用戶端根 〇用戶端落編輯一註記文本，即時通訊模組係供第二 =且接一第三用戶端，並儲存―對話記錄於儲存 一，限控制模組係供第三用戶端讀取註記文本，並供 第一用戶端讀取對話記錄。 題庫藉=第第—用戶？可針對第一文本段落設計第-文本 it*用戶端在答覆第一文本題庫時，對第-文本 二效而:入辨析含意、掌握段落大意及預測文章發展之 用戶端更可利用即時通訊模組向第三用戶端 求极讀清楚理敎字、提㈣讀能力之效。 201035920 【實施方式】 請參照第1圖，第1圖係為本發明一實施方式之閱讀 能力提升系統之功能方塊圖。本實施方式之閱讀能力提升 系統，包括一儲存模組100、一測驗模組200、一流程模組 300、一編輯模組400、一即時通訊模組500及一權限控制 模組600。 儲存模組100係供一第一用戶端710儲存一第一文本 ❹段落110、一第二文本段落120及一第一文本題庫130。具 體而言，第一用戶端710通常為一語言教導者。語言教導 者將所欲教示之文章教材輸入儲存模組100，並利用文章 教材的各個段落，編成第一文本段落110與第二文本段落 120。對語言教導者而言，通常是希望語言學習者掌握第一 文本段落110後，再進一步閱讀第二文本段落120。因此， 語言教導者便可針對第一文本段落110設計相應的測驗題 目，亦即第一文本題庫130,以測試語言學習者對於第一 〇 文本段落11〇的理解程度。 測驗模組200係提供第一文本題庫130予一第二用戶 端720以產生一測驗結果210，流程模組300係根據測驗 結果210決定是否提供第二文本段落120予第二用戶端 720。具體而言，當測驗結果210達到一定標準後，流程模 組300會通知閱讀能力提升系統，提供第二文本段落120 給使用者閱讀，並下達命令310給測驗模組200，使測驗 模組200擷取第二文本段落120所對應的第二文本題庫（圖 201035920 未示），當使用者對於第二文本題庫的測驗結果210也符合 標準時，流程模組300再下達提供第三文本段落（圖未示） 之命令。依此類推，本實施方式藉此幫助第二用戶端720 充分理解一文章的每一個段落。 換句話說，第二用戶端720通常為對語言掌握程度較 差之語言學習者，若語言學習者未在測驗模組200中取得 適當的測驗結果210，則流程模組300便不提供第二文本 段落120給語言學習者。以防止第二用戶端720的使用者 〇 對每一個段落都產生些許誤解，進而無法充分掌握文章内 容。 編輯模組400係供第二用戶端720根據第一文本段落 110編輯一註記文本150。承上所述，測驗模組200與流程 模組300之運作方式已經監控了語言學習者閱讀文章教材 的速度，但是並未辅助語言學習者清楚理解第一文本段落 110的文字。所以第二用戶端720可利用編輯模組400將 其所存疑的句子、片語及單子予以註記，以利進一步理解。 Ο 即時通訊模組500係供第二用戶端720訊號連接一第 三用戶端730，藉此解決第二用戶端720之使用者對於第 一文本段落110之句子、片語及單子的疑問。換句話說， 第三用戶端730的使用者為語言練答者，受語言教導者之 委託，以輔助第二用戶端720之使用者提升文章理解能 力。即時通訊模組500可為一電話語音傳輸裝置、一視訊 交流裝置或一電腦對話視窗。此外，即時通訊模組500可 將一對話記錄140儲存於儲存模組100。藉以提供第一用 201035920 戶端710之語言教導者備查。 換句話說，由於目前市面上的翻譯軟體僅能達到單字 與片語的無誤翻譯，對於一個完整句子的翻譯能力仍相當 不足。所以本實施方式利用即時通訊模組500使語言學習 者可以求助第三用戶端730,以獲得解答。一般而言，第 三用戶端730較佳為語言掌握度較高之語言學習者，但亦 不以此為限，每一位語言學習者皆可同時操作第二用戶端 720與第三用戶端730，以收同儕互助之效。而且，第二用 〇 戶端720與第三用戶端730之間的所有對話記錄140皆儲 存於儲存模組1〇〇，以備日後存查。 權限控制模組600係供第三用戶端730讀取註記文本 150，並供第一用戶端710讀取對話記錄140。具體而言， 註記文本150係儲存於儲存模組100，而第三用戶端730 於本實施方式之語言學習系統中具有較第二用戶端720為 高之權限，可以直接讀取第二用戶端720所繪製之註記文 本150,進而予以解答。而身為語言教導者的第一用戶端 〇 710則掌握比第二用戶端720與第三用戶端730更高的權 限，可以調閱兩者之間的對話記錄140，以適時予以協助。 當然，第一用戶端710亦可透過權限控制模組600調閱註 記文本150。 請繼續參考第2圖，第2圖係為第1圖所示之第一文 本題庫130之結構示意圖。本實施方式已經利用即時通訊 模組500使第二用戶端720與第三用戶端730互相交流， 進而達到清楚理解文字之目的。而語言學習者所需要的另 201035920 為’亦即深入辨析含意、掌握段落大意及預 二旱又展則建立在第二用戶端720與第一文本題庫13〇 ι間0 筏极蝥m 主曰導引兀133。預測導引元131 端710的語言教導者輸入至少-題目，此題 Ο 〇 '落一用戶端720㈣言學習者預測第二文本段 、外谷’進而使語言學習者產生預測文章發展的思 ^為％問導引元132係供第一用戶端71g的語言教導 題目，此題目可導引第二用戶端72〇的語言 思考第-文本段落11G的内容，進而使語言學 第-田^人辨析含意的思考行為。主旨導引元133係供 、 端710的語言教導者輸入至少一題目，此題目可 以導引第二用戶端72〇的語言學習者理解第一文本段落 m的主旨’進而使語言學習者產生掌握段落大意的思考 订马。. 上所述，語問導引元132的題目係以問句的方式進 =提供若干與第一文本段落110内容相關之問題，並要 求=一用戶端72〇作答。而預測導引元131的題目則以短 文寫作的方式進行，要求第二用戶端720針對第一文 落110之内容，撰寫第二文本段落120可能描述的 t迷短文未達-定字數’則不予及格，並反應在測驗結 果210中。主旨導引元133的題目則要求第二用 總結出第-文本段落110内容之主旨，其評斷標準較難客 201035920 :參論及關鍵字的方式來檢視。 系二產生』:作二圖::第，示之閱讀能力提 模組400更可提供-:=:=。二圖中的編輯 雜却筮一令士机杖 爭桊以供第二用戶端720隨筆 作^而·^拿太110的内容摘要，方便第二用戶端720 ^施H 料於帛1时_存频⑽内。 本實施方式之語言學習系统會產生一 9⑼上具有一登入登出選頊81n 視固 0學習選項⑽及-權;=、ι事選項91。、-輔助 /-失ίΓΐ910疋用以供使用者開啟記事本940，以進 °辅助學習選項 可韶…Λ, 視窗辅助視窗800内亦 視窗^ 而且輔助視窗_可開啟一對話 ，請，亦即驅動上述之即時通訊模組500。登入登出選 ==供第二用戶端720與第三用戶端二 ❽戶：73。二Γ進而取件不同的權限等級。若以第三用 的d相對應之帳號登人，則可取得操作權限選項930 的功月^否則，權限選項930會呈現反白的無法操作狀態。 高之注用戶端73()為—語t'掌握程度較 :用;：一用戶端710可開放較高的權限予第 _讀取第ΓΛΛ'端73G直接透過權限控制模組 η。，亦即予以免試。:奐：:-文本題庫 亦即被定義為第：用戶η 者具有較高的權限， 我馬弟一用戶為730,則使用者更可直接選取主 201035920 視窗900上的權限選項930,以直接讀取第一文本段落110 與第一文本題庫130，並且在不經測驗模組200檢驗的情 況下，直接讀取第二文本段落120。 請繼續參照第4圖，第4圖係為第3圖所示之輔助視 窗800的結構示意圖。為方便解釋，圖中更繪示對話視窗 830。第二用戶端720可透過輔助學習選項920進入辅助視 窗800,輔助視窗800上亦具有一登入登出選項810選項。 此外，辅助視窗800更具有一線上求助選項820 ;線上求 〇 助選項820係用以啟動對話視窗830。 輔助視窗800主要係用以顯示第一文本段落110、註 記文本150及第一文本題庫130。當第二用戶端720在第 一文本段落110遇到晦澀難明之字詞時，可以於註記文本 150上予以註記，以利進一步釐清。而若第二用戶端720 可以順利回答第一文本題庫130上的問題，則測驗模組200 會輸出一測驗結果210給流程模組300,使第二用戶端720 在辅助視窗800上進一步取得第二文本段落120、註記文 〇 本150及相應的第二文本題庫。 倘若第二用戶端720對第一文本段落110之内容產生 困惑，便可利用線上求助選項820開啟對話視窗830以向 第三用戶端730求助。換句話說，第二用戶端720可透過 即時通訊模組500開啟對話視窗830，以取得協助。而倘 若第三用戶端730並未上線備詢，第二用戶端720亦可儲 存一留言訊息850於儲存模組100中，即時通訊模組500 會適時將留言訊息850告知第三用戶端730。換句話說， 11 201035920 本實施方式之語言學習系統便待第三用戶端730上線時， 傳送留言訊息850予第三用戶端730。因此，對話視窗830 的主要内容有二，一為對話記錄840，二為留言訊息850。 雖然本發明已以實施方式揭露如上，然其並非用以限定 本發明，任何熟習此技藝者，在不脫離本發明之精神和範圍 内，當可作各種之更動與潤飾，因此本發明之保護範圍當視 後附之申請專利範圍所界定者為準。 〇 【圖式簡單說明】 為讓本發明之上述和其他目的、特徵、優點與實施例 能更明顯易懂，所附圖式之詳細說明如下： 第1圖係為本發明一實施方式之閱讀能力提升系統之 功能方塊圖。 第2圖係為第1圖所示之第一文本題庫130之結構示 意圖。 第3圖係為第1圖所示之閱讀能力提升系統所產生之 ° 操作介面的結構示意圖。 第4圖係為第3圖所示之輔助視窗800的結構示意圖。 110 :第一文本段落 130 :第一文本題庫 132 :詰問導引元 140 :對話記錄 【主要元件符號說明】 100 :儲存模組 120 :第二文本段落 131 :預測導引元 133 :主旨導引元 12 201035920 150 :註記文本 200 ： 210 :測驗結果 300 ： 310 :命令 400 ： 500 :即時通訊模組 600 ： 710 :第一用戶端 720 ： 730 :第三用戶端 800 : 810 :登入登出選項 820 ： 830 :對話視窗 840 ： 850 :留言訊息 900 : 910 :記事選項 920 ： 930 :權限選項 940 ： 測驗模組 流程模組 編輯模組 權限控制模組 第二用戶端 對話視窗 線上求助選項 .對話記錄 主視窗 輔助學習選項 記事本 〇 13201035920 VI. Description of the Invention: TECHNICAL FIELD OF THE INVENTION The present invention relates to a learning system, and more particularly to a learning system for language reading ability. [Prior Art] A language trainer will perform four kinds of thinking behaviors in his mind when he reads an article written in a language he is familiar with. The first kind of thinking behavior is to clearly understand the words, that is, to dial all the sentences, phrases and words one by one. The second kind of thinking behavior is to deeply analyze the meaning of the lines hidden in the words, that is, to understand the intent of each sentence to express or metaphor. The third way of thinking is to grasp the meaning of the paragraph. The fourth thinking behavior is to predict or anticipate the development of the article based on the content of the current paragraph. However, for a language learner, when reading an article, there may be some misunderstandings for each paragraph. The result of these misunderstandings is that language learners cannot fully grasp the content of the article. At this time, if you need to improve your reading ability, you should rely on the language instructor to analyze each paragraph of an article. As the so-called learning half, the interaction between many language learners can not only improve the ability of multiple language learners, but also help the language instructors not to be exhausted. The value of technology exists in reducing the repetitive work behavior of heavy manpower requirements. However, although there are many language learning aids available, it is true that solving one-sided problems, such as electronic dictionaries or online sharing of reading experiences, can only help language learners in the first thinking behavior, palm 201035920 holding words And a mode of thinking. Therefore, the construction of a comprehensive linguistic learning system is unthinkable. SUMMARY OF THE INVENTION The technical aspect of the present invention is to provide a reading ability improvement system for assisting language learners to clearly understand words, to deeply analyze the meaning of articles, grasp the meaning of paragraphs, and predict the development of articles. According to one aspect of the present invention, a reading capability improvement system is provided on a network server for access by a plurality of clients, including a storage module, a test module, and a process module. A group, an editing module, an instant messaging module and a permission control module. The storage module is provided for a first user to store - the first text paragraph, the second text paragraph and the third first text test module provide the first text question bank to the second user end, the test result, the flow module It is determined according to the test result whether to provide the second user. The editing module is for the second user to edit a note text according to the user end, and the instant messaging module is for the second=and the third user end, and stores the “session record in the storage one, and the limit control module system The third user reads the annotation text and the first user reads the conversation record. Question bank l = first - user? The first text can be designed for the first text paragraph. When the user answers the first text question bank, the second text can be used for the first text: the user can understand the meaning, grasp the meaning of the paragraph, and predict the development of the article. The group seeks the third party to read the correctness of the word and the ability of the (four) reading ability. 201035920 [Embodiment] Please refer to Fig. 1, which is a functional block diagram of a reading ability enhancement system according to an embodiment of the present invention. The reading ability enhancement system of the present embodiment includes a storage module 100, a test module 200, a process module 300, an editing module 400, an instant messaging module 500, and an access control module 600. The storage module 100 is configured to store a first text segment 110, a second text segment 120, and a first text question bank 130. In particular, the first client 710 is typically a language instructor. The language instructor inputs the textbook to be taught into the storage module 100, and uses the various paragraphs of the textbook to compose the first text paragraph 110 and the second text paragraph 120. For language instructors, it is often desirable for the language learner to grasp the first text paragraph 110 and then read the second text paragraph 120 further. Thus, the language instructor can design a corresponding quiz title for the first text paragraph 110, i.e., the first text question bank 130, to test the language learner's level of understanding of the first text paragraph 11〇. The test module 200 provides a first text question bank 130 to a second user terminal 720 to generate a test result 210. The flow module 300 determines whether to provide the second text paragraph 120 to the second user end 720 based on the test result 210. Specifically, when the test result 210 reaches a certain standard, the process module 300 notifies the reading ability improvement system, provides a second text paragraph 120 for the user to read, and issues a command 310 to the test module 200, so that the test module 200 The second text question bank corresponding to the second text paragraph 120 is captured (not shown in FIG. 201035920). When the user's test result 210 for the second text question bank also meets the standard, the process module 300 further provides a third text paragraph (Fig. Command not shown). By analogy, the present embodiment thereby assists the second client 720 in fully understanding each paragraph of an article. In other words, the second client 720 is generally a language learner with a poor grasp of the language. If the language learner does not obtain the appropriate test result 210 in the test module 200, the flow module 300 does not provide the second text. Paragraph 120 is given to language learners. In order to prevent the user of the second client 720 from making a slight misunderstanding for each paragraph, the content of the article cannot be fully grasped. The editing module 400 is for the second client 720 to edit a note text 150 according to the first text paragraph 110. As described above, the operation mode of the test module 200 and the process module 300 has monitored the speed at which the language learner reads the article textbook, but does not assist the language learner to clearly understand the text of the first text paragraph 110. Therefore, the second client 720 can use the editing module 400 to note the sentences, phrases, and lists that are suspected for further understanding. The instant messaging module 500 is configured to connect the second client 720 to a third client 730, thereby solving the problem of the user of the second client 720 regarding the sentence, phrase and list of the first text segment 110. In other words, the user of the third client 730 is a language practitioner who is entrusted by the language instructor to assist the user of the second client 720 to enhance the article comprehension. The instant messaging module 500 can be a telephone voice transmission device, a video communication device or a computer dialog window. In addition, the instant messaging module 500 can store a conversation record 140 in the storage module 100. In order to provide the first use of 201035920 client 710 language instructors for future reference. In other words, because the translation software currently on the market can only achieve unmistakable translation of words and phrases, the translation ability of a complete sentence is still insufficient. Therefore, the present embodiment utilizes the instant messaging module 500 to enable the language learner to resort to the third client 730 for answers. Generally, the third user end 730 is preferably a language learner with a high degree of language mastery, but not limited thereto, each language learner can simultaneously operate the second user end 720 and the third user end. 730, to achieve mutual benefit. Moreover, all the conversation records 140 between the second client 720 and the third client 730 are stored in the storage module 1 for later storage. The rights control module 600 is for the third client 730 to read the annotation text 150 and for the first client 710 to read the conversation record 140. Specifically, the annotation text 150 is stored in the storage module 100, and the third client 730 has a higher authority than the second client 720 in the language learning system of the embodiment, and can directly read the second client. The annotation text 150 drawn by 720 is further answered. The first client 710, which is a language instructor, has higher authority than the second client 720 and the third client 730, and can access the conversation record 140 between the two to assist in time. Of course, the first user terminal 710 can also access the annotation text 150 through the permission control module 600. Please refer to FIG. 2 again, and FIG. 2 is a schematic structural diagram of the first text question bank 130 shown in FIG. 1. The embodiment has already used the instant messaging module 500 to enable the second client 720 and the third client 730 to communicate with each other, thereby achieving a clear understanding of the text. And the other 201035920 required by language learners is 'that is, in-depth analysis of meaning, master paragraphs and pre-two droughts and exhibitions are established in the second user 720 and the first text question bank 13〇ι 0 筏 蝥 曰 曰Guide 兀133. The language instructor of the prediction leader 131 end 710 inputs at least the title, and the question Ο 落 'falls the user 720 (four) the learner predicts the second text segment, the outer valley' and then causes the language learner to produce the prediction article development thinking ^ The % question leader 132 is a language teaching topic for the first user end 71g, which can guide the language of the second user end 72〇 to the content of the first-text paragraph 11G, thereby making the linguistics Discriminate the meaning of thinking behavior. The main guide 133 is for the language instructor of the terminal 710 to input at least one title, which can guide the language learner of the second user 72〇 to understand the subject of the first text paragraph m, thereby enabling the language learner to master The thinking of the paragraph is a big idea. As described above, the topic of the language guide element 132 is to provide a number of questions related to the content of the first text paragraph 110 in the form of a question, and requires that a user terminal 72 answer. The title of the prediction leader 131 is performed in a short text writing manner, and the second user terminal 720 is required to write the second text paragraph 120 may describe the t-short text that does not reach the fixed word number for the content of the first text message 110. Then it will not pass and will be reflected in the test result 210. The subject of the main guide 133 requires the second use to summarize the main content of the content of the first paragraph of the text, and the criteria for judging it is more difficult. 201035920: The method of participation and keyword viewing. Department 2 produces 』: for the second picture:: First, the reading ability of the module 400 can provide -:=:=. The editors in the second picture are arbitrarily arbitrarily used for the second user 720 essays to make ^ and ^ take the content summary of the 110, convenient for the second user 720 ^ H material at 帛 1 _ Store in frequency (10). The language learning system of the present embodiment generates a 9(9) having a login logout option 81n, a solid option 0 learning option (10) and a right; - 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助 辅助The instant messaging module 500 described above is driven. Login and logout == for the second client 720 and the third client for the second: 73. Second, and then take a different level of permission. If the account corresponding to the third d is used, the power of the operation permission option 930 can be obtained. Otherwise, the permission option 930 will be in an inoperable state. The high note user 73 () is the same as the word t': the user 710 can open the higher authority to the first _ read the third end 73G directly through the permission control module η. , that is, to be exempt from the test. :奂::-The text question bank is defined as the first: user η has higher authority, my brother is a user 730, then the user can directly select the permission option 930 on the main 201035920 window 900, directly The first text paragraph 110 and the first text question bank 130 are read, and the second text paragraph 120 is directly read without being tested by the test module 200. Please refer to FIG. 4, which is a schematic structural view of the auxiliary viewing window 800 shown in FIG. For ease of explanation, the dialog window 830 is further illustrated. The second client 720 can access the secondary viewport 800 through the assisted learning option 920, which also has a login logout option 810 option. In addition, the auxiliary window 800 has an online help option 820; the online help option 820 is used to activate the dialog window 830. The auxiliary window 800 is mainly used to display the first text paragraph 110, the annotation text 150, and the first text question bank 130. When the second client 720 encounters a difficult word in the first text paragraph 110, it can be noted on the annotation text 150 for further clarification. If the second client 720 can successfully answer the question on the first text question bank 130, the test module 200 outputs a test result 210 to the process module 300, so that the second user terminal 720 further obtains the The second text paragraph 120, the annotation textbook 150 and the corresponding second text question bank. If the second client 720 is confused about the content of the first text paragraph 110, the online help option 820 can be used to open the dialog window 830 to request assistance from the third client 730. In other words, the second client 720 can open the dialog window 830 through the instant messaging module 500 to obtain assistance. If the third client 730 is not online, the second client 720 can also store a message 850 in the storage module 100. The instant messaging module 500 can notify the third client 730 of the message 850. In other words, 11 201035920 The language learning system of the present embodiment waits for the third client 730 to go online, and transmits a message message 850 to the third client 730. Therefore, the main content of the dialog window 830 is two, one is the conversation record 840, and the other is the message message 850. Although the present invention has been disclosed in the above embodiments, it is not intended to limit the present invention, and the present invention can be modified and modified without departing from the spirit and scope of the present invention. The scope is subject to the definition of the scope of the patent application attached. BRIEF DESCRIPTION OF THE DRAWINGS The above and other objects, features, advantages and embodiments of the present invention will become more <RTIgt; Functional block diagram of the capacity improvement system. Fig. 2 is a schematic view showing the structure of the first text question bank 130 shown in Fig. 1. Figure 3 is a schematic diagram showing the structure of the operation interface generated by the reading ability enhancement system shown in Figure 1. Fig. 4 is a schematic view showing the structure of the auxiliary window 800 shown in Fig. 3. 110: First text paragraph 130: First text question bank 132: Question guide 140: Dialogue record [Main component symbol description] 100: Storage module 120: Second text paragraph 131: Prediction guide 133: Subject guide Yuan 12 201035920 150 : Note text 200 : 210 : Test result 300 : 310 : Command 400 : 500 : Instant messaging module 600 : 710 : First client 720 : 730 : Third client 800 : 810 : Login logout option 820 : 830 : Dialogue Window 840 : 850 : Message Message 900 : 910 : Note Option 920 : 930 : Permission Option 940 : Test Module Process Module Edit Module Permission Control Module Second User Side Conversation Window Online Help Options . Conversation Record the main window assisted learning option Notepad 〇 13