201042592 六、發明說明： 【發明所屬之技術領域】 本發明是有關於一種網路教學系統及方法，且特別是 有關於一種輔助性教學之系統及方法。 【先前技術】 近年來，受到科技發展的影響，學校教學的方向也漸 〇 漸地趨向多元化教學，而不再限定於傳統課本或老師教課 的内容。因此，許多老師開始推動網路學習的方式，一方 面可讓學生透過網路學習到更多元的知識，另一方面可使 老師的教學更有效率。 然而，當學生在蒐集吸收網路資源時，常常無法判斷 其正確性，只是一味的接收，這樣的情況很容易導致學生 的思考或知識漸漸地被導向不正確的方向。而老師在推動 藉由網路學習時，卻也經常會忽略了學生可能沒有判斷資 Q 料正確性的能力，造成學生吸收資訊之學習成效不如預 期。前述問題也是網路學習方式一直被人批評之處。 【發明内容】 因此，本發明之一態樣是在提供一種線上學習輔助系 統，用以引導協助學習者使用線上學習網站，並透過學習 者間的心得分享來提升學習的成效。 依據本發明一實施方式，提供一種線上學習輔助系 統，係搭載於一網路伺服器，以供複數個用戶端讀取，其 4 201042592 包含一網站引導編輯模組、一教材資料庫、一學習引導模 組。網站引導編輯模組用以供一第一用戶端與至少一網站 連接，且包含一影像擷取單元以及一註解編輯單元。影像 擷取單元用以供第一用戶端擷取該網站之至少一影像，註 解編輯單元用以供第一用戶端標記至少一註解於影像上。 教材資料庫用以儲存該影像，而學習引導模組用以供一第 二用戶端讀取該教材資料庫之影像。 上述之線上學習輔助系統更包含一知識建構模組，用 以供第二用戶端編輯至少一虛擬書包，其中虛擬書包可供 一第三用戶端讀取。 藉此，第一用戶端可針對一網站之影像編輯使用導 覽，供第二用戶端在使用網站時，可參考第一用戶端所編 輯之影像，正確地使用該網站。 【實施方式】 請參照第1圖，其繪示依照本發明一實施方式的一種 線上學習辅助系統之系統建構方塊圖。本實施方式之線上 學習輔助系統，其搭載於一網路伺服器100，包含網站引 導編輯模組110、教材資料庫120、學習引導模組130、知 識建構模組140、學習評量模組150以及學習紀錄資料庫 160。 網站引導編輯模組110用以供一第一用戶端170與至 少一學習網站180連接，且網站編輯模組110中包含影像 擷取單元111以及註解編輯單元112。影像擷取單元111 5 201042592 用以供第一用戶端170擷取學習網站18〇之至少一影像， 而註解編輯單元112用以供第一用戶端17〇標記至^一註 解於影像上。具體而言，第-用戶端17G為輔導者的角色， • 透過網站引導編輯模組110連接至一學習_ 18〇，其學 為網站180例如可為文章線上閱讀或線上聽力測驗等教學 1·生的網站。然而，許多學習者在使用外文網站時，會因理 解力不足而無法從網站的首頁進人閱讀練習或測驗的網 〇頁。因此’第一用戶端170透過影像擷取單元lu擷取網 頁的影像’並且透過註解編輯單元112將註解標記在搁取 影像的上方，以協助學習者使用外文的學習網站。 教材-貝料庫120用以儲存上述已註解標記的影像。當 第-用戶端no擷取學習網站180的網頁影像並編輯註解 於影像後，可儲存至教材資料庫12〇。 學習引導模、组130用以供一第二用戶端171讀取教材 資料庫130之影像。具體而言，第二用戶端171為一學習 ❸者。當第二用戶端171在使用學習網站18〇遇到操作或理 解上的困難時，可透過學習引導模組13〇讀取儲存於 資料庫120之影像。藉此，第二用戶端171可依照影像上 的註解，在指定的教學網站進行線上學習或測驗。 知識建構模組140用以供第二用戶端171編輯至少一 虛擬書包141。虛擬書包141可供第二用戶端171紀錄在 學習網站180中學習到的字彙、句子，且可將其他學習網 站之超連結也編輯於虛擬書包中141。虛擬書包141可進 一部分類為新字、已學會單字、名言佳句、仍困惑的句子、 201042592 關鍵字、好文引薦及網站推薦等。第二用戶端171可將一 開始學到的辭彙編輯在新字的虛擬書包141 +，並在了解 學會新字中的辭彙後，將學會的辭彙轉放置已學會單字的 虛擬書包141中。同前述之方式，當第二用戶端171看到 名言佳句或是遇到困惑的句子還是關鍵字亦町依照類別編 輯至虛擬書包141巾，且可將推薦的網站衫章設定成超 連結存在虛擬書包141中。藉此，當學習上遇到困難時， 可由不同分類的虛擬書包141中查詢到之前學習過程中的 〇 紀錄。 另外，虛擬書包141亦可供一第三用戶踹172讀取。 第二用戶端172亦為學習者，其可透過讀取第；用戶端Hi 的虛擬書包141，了解他人的學習狀況及遭遇的問題，並 可在其中發現一些不一樣的想法，而學習到新的知識。 學習坪量模組150包含命題單元151、試卷單元152 及測驗單=153。命題單元151供第二用戶端171發表題 目。，試卷單元152用以供第一用戶端170發表試卷，其中 試卷中的試題係選自命題模組151中第二用戶端i7i所發 表的題目。測驗單元153則用以供第三用戶端172回應試 卷之試題。換言之，當第二用戶端171使用一教學網站後， 透過命題單元151試著將教學網站中所學到的内容，命成 題目表不出來。第一用戶端17〇可觀看第二用戶端172所 出的題目，並透過試卷單元152從中挑選出適當的題目， 發表成一試卷。而第三用戶端172透過測驗單元來回答試 卷上的問題，以測驗第三用戶端172從學習網站上所學到 的成效。 7 201042592 學習紀錄資料庫160用以紀錄第二用戶端171及第三 用戶端172之使用歷程。具體而言，第二用戶端171及第 三用戶端172登入本線上學習輔助系統後，所有的動作皆 會紀錄於學習紀錄資料庫160中。第一用戶端170可查看 學習紀錄資料庫160來了解第二用戶端171及第三用戶端 172的學習歷程。藉此，輔導者可確切掌握學習者的學習 狀況，適時的對學習者提供學習上的幫助。 請參照第2圖，係為第1圖之第一用戶端170使用線 ® 上學習輔助系統之操作介面圖。當第一用戶端170登入本 系統後，可由左方之選單來選擇預執行的項目。當第一用 戶端170選擇課程管理200時，晝面會進入右方的瀏覽課 程，而第一使用端170可選擇觀看學生名單210、題目製 造器211、成績管理212、問卷製造器213或瀏覽學生虛擬 書包214。 第一用戶端可透過學生名單210瀏覽使用本系統之所 有用戶端的資料，以及所有使用紀錄，藉以確實掌握各個 〇 學生的學習歷程及狀況。題目製造器216則供第一用戶端 針對不同的課程製作考題，來測驗學生的學習成果，而這 些考題則可選自第二用戶端170在命題單元151中所命之 題目，或者由第一用戶端170自行命題。成績管理212可 供第一用戶端170查看各個學生的測驗結果，以對於測驗 成績不佳者進行進一步的辅導。問卷製造器213則由第一 用戶端170針對每次的練習課程作出一張學習感想調查問 卷，其可供各個用戶端表達對於該課程或系統使用的感 想，使第一用戶端170可改進系統或課程的編排。第一用 8 201042592 戶端170更可瀏覽學生虛擬書包214，以了解學生在學習 上遇到的困難，或者可糾正學生理解錯誤的地方。 請參照第3圖，係為第一用戶端170選擇第1圖選單 中之註解編輯201後所顯示之操作介面圖。當第一用戶端 170選擇一學習網站並欲進行註解編輯時，可先利用本網 站晝面擷取將欲編輯之網頁晝面存取，並透過顯示編輯畫 面進行編輯。 請參照第4圖，係為透過第3圖的編輯操作介面所編 輯出的影像。由第4圖可知，第一用戶端170利用編輯註 解引導學習者進入下個網頁，以免學習者浪費時間在理解 如何使用教學網站。 請參照第5圖，係為第1圖之第二用戶端171使用線 上學習輔助系統之操作介面圖。當第二用戶端171進入系 統後，可選擇上課作業進行學習，並可在閱讀指定的作業 時，將學到的新字或是有疑問的句子編輯至小書包中，即 為知識建構模組140之虛擬書包141，作為學習的筆記， 且虛擬書包141中的内容可供第三用戶端172觀看，增進 學習者間的互動。第二用戶端171亦可在閱讀完指定的作 業後，針對作業内容輸入文章大意，且命出關於作業内容 的問題，其問題可供第一用戶端170作為題目製造器的參 考。 綜上所述，教學者可透過本系統引導學習者使用線上 學習網站，且學習者間可相互分享學習心得來提升學習的 效果，並藉由出考題來互相測驗學習的成效。由此種互動 9 201042592 式的學習可引發學習者對於學習的興趣，亦可協助教學者 隨時掌握各個學習者的學習情況。 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。 【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，所附圖式之說明如下： 第1圖其繪示依照本發明一實施方式的一種線上學習 輔助系統之系統建構方塊圖。 第2圖係為第1圖之第一用戶端使用線上學習輔助系 統之操作介面圖。 第3圖係為第一用戶端選擇第1圖選單中之註解編輯 後所顯示之操作介面圖。 第4圖係為透過第3圖的編輯操作介面所編輯出的影 像。 第5圖係為第1圖之第二用戶端使用線上學習輔助系 統之操作介面圖。 【主要元件符號說明】 100 :網路伺服器 110 :網站引導編輯模組 111 :影像擷取單元 112 :註解編輯單元 201042592 120 教材資料庫 130 :學習引導模組 140 知識建構模組 141 :虛擬書包 150 學習評量模組 151 :命題單元 152 試卷單元 153 ··測驗單元 160 學習紀錄資料庫 170 :第一用戶端 171 第二用戶端 172 :第三用戶端 180 學習網站 200 :課程管理 201 註解編輯 210 :學生名單 211 題目製造器 212 :成績管理 213 :問卷製造器 214 :瀏覽學生虛擬書包 Ο 11201042592 VI. Description of the Invention: [Technical Field] The present invention relates to a network teaching system and method, and more particularly to a system and method for assisting teaching. [Prior Art] In recent years, influenced by the development of science and technology, the direction of school teaching has gradually become more diversified, and is no longer limited to the content of traditional textbooks or teachers. Therefore, many teachers have begun to promote online learning, which allows students to learn more about the Internet through the Internet, and on the other hand, the teacher's teaching is more efficient. However, when students are collecting and absorbing network resources, they often cannot judge their correctness. They just accept it. This situation can easily lead students' thinking or knowledge to be directed in the wrong direction. While teachers are promoting online learning, they often overlook the ability of students to fail to judge the correctness of their financial resources. As a result, the learning outcomes of students' absorption of information are not as good as expected. The aforementioned problem is also the way online learning has been criticized. SUMMARY OF THE INVENTION Accordingly, it is an aspect of the present invention to provide an online learning aid system for guiding learners to use an online learning website and enhancing learning outcomes through sharing among learners. According to an embodiment of the present invention, an online learning support system is provided on a network server for reading by a plurality of clients. The 4 201042592 includes a website guide editing module, a teaching material database, and a learning system. Boot module. The website guiding editing module is configured to connect a first user terminal to at least one website, and includes an image capturing unit and an annotation editing unit. The image capturing unit is configured to allow the first user to capture at least one image of the website, and the annotation editing unit is configured to mark at least one annotation on the image by the first user end. The teaching material database is used to store the image, and the learning guiding module is used for a second user to read the image of the teaching material database. The online learning support system further includes a knowledge construction module for the second user to edit at least one virtual book bag, wherein the virtual book package is readable by a third user. In this way, the first user can use the navigation for the image editing of a website, and the second user can refer to the image edited by the first user when using the website, and correctly use the website. [Embodiment] Please refer to FIG. 1 , which is a block diagram showing the system construction of an online learning assistant system according to an embodiment of the present invention. The online learning support system of the present embodiment is installed in a network server 100, and includes a website guide editing module 110, a teaching material database 120, a learning guiding module 130, a knowledge construction module 140, and a learning evaluation module 150. And a learning record database 160. The website guide editing module 110 is configured to connect a first user terminal 170 with at least one learning website 180, and the website editing module 110 includes an image capturing unit 111 and an annotation editing unit 112. The image capturing unit 111 5 201042592 is configured to allow the first user end 170 to capture at least one image of the learning website 18 , and the annotation editing unit 112 is configured to be used by the first user end 17 to mark the image on the image. Specifically, the first client 17G is a role of a facilitator, and is connected to a learning _ 18 透过 through the website guide editing module 110, and the learning website 180 can be, for example, an article online reading or an online listening test. Born website. However, many learners who use foreign language websites may not be able to read the pages of exercises or tests from the homepage of the website due to lack of understanding. Therefore, the first user terminal 170 captures the image of the web page through the image capturing unit lu and marks the annotation above the captured image through the annotation editing unit 112 to assist the learner in using the learning website of the foreign language. The textbook-bed library 120 is used to store the above-mentioned annotated image. When the first client side retrieves the webpage image of the learning website 180 and edits the annotation image, it can be stored in the teaching material database 12〇. The learning guide module and group 130 are used for a second client 171 to read the image of the teaching material database 130. Specifically, the second client 171 is a learner. When the second client 171 encounters difficulty in operation or understanding when using the learning website 18, the image stored in the database 120 can be read through the learning guide module 13. Thereby, the second client 171 can perform online learning or quizzing on the designated teaching website according to the annotation on the image. The knowledge construction module 140 is configured to allow the second client 171 to edit at least one virtual school bag 141. The virtual booklet 141 can be used by the second client 171 to record vocabulary and sentences learned in the learning website 180, and the hyperlinks of other learning websites can also be edited in the virtual book package 141. The virtual schoolbag 141 can be divided into a new class, a single word, a famous saying, a still confused sentence, a 201042592 keyword, a good text referral, and a website recommendation. The second client 171 can edit the vocabulary learned at the beginning into the virtual book 141+ of the new word, and after learning the vocabulary in the new word, transfer the vocabulary of the learning to the virtual book 141 that has learned the word. in. In the same manner as described above, when the second user terminal 171 sees a famous sentence or encounters a confused sentence or a keyword, the keyword is edited to the virtual schoolbag 141 according to the category, and the recommended website badge can be set as a hyperlink. Virtual book pack 141. Thereby, when the learning encounters difficulties, the 书 record in the previous learning process can be queried from the virtual book 141 of different classifications. In addition, the virtual book 141 is also readable by a third user 172. The second client 172 is also a learner, which can read the virtual booklet 141 of the user terminal Hi to understand the learning situation and problems encountered by others, and can find some different ideas and learn new ones. knowledge. The learning level module 150 includes a proposition unit 151, a test unit 152, and a test sheet = 153. The proposition unit 151 is for the second client 171 to publish the title. The test unit 152 is used for the first user end 170 to publish the test paper, wherein the test questions in the test paper are selected from the questions issued by the second user end i7i in the proposition module 151. The test unit 153 is configured to allow the third user terminal 172 to respond to the test questions of the test paper. In other words, when the second client 171 uses a teaching website, the content of what is learned in the teaching website is attempted through the proposition unit 151. The first user terminal 17 can view the topic of the second client 172 and select an appropriate topic from the test unit 152 to publish a test paper. The third client 172 answers the questions on the test paper through the test unit to test the results learned by the third client 172 from the learning website. 7 201042592 The learning record database 160 is used to record the usage history of the second client 171 and the third client 172. Specifically, after the second client 171 and the third client 172 log in to the online learning support system, all actions are recorded in the learning record database 160. The first client 170 can view the learning record database 160 to learn the learning history of the second client 171 and the third client 172. In this way, the tutor can accurately grasp the learner's learning situation and provide learning assistance to the learner in a timely manner. Referring to FIG. 2, the first user terminal 170 of FIG. 1 uses the operation interface diagram of the learning aid system on the line ® . When the first client 170 logs into the system, the pre-executed item can be selected by the menu on the left. When the first user terminal 170 selects the course management 200, the face will enter the right browsing course, and the first user end 170 can select the viewing student list 210, the title maker 211, the score management 212, the questionnaire maker 213 or browse. Student virtual school bag 214. The first user terminal can browse through the student list 210 to view the data of all the users of the system, and all the usage records, so as to truly grasp the learning history and status of each student. The title maker 216 is configured to prepare a test question for different courses for the first user to test the learning outcome of the student, and the questions may be selected from the title of the second user end 170 in the proposition unit 151, or by the first The client 170 self-proclaims. The score management 212 can be used by the first client 170 to view the test results of each student for further counseling for those who have poor test scores. The questionnaire maker 213 then makes a learning impression questionnaire for each practice session by the first user terminal 170, which can be used by each client to express the feeling of use for the course or system, so that the first user end 170 can improve the system. Or the arrangement of the course. First use 8 201042592 The client 170 can browse the student virtual school bag 214 to understand the difficulties students have encountered in learning, or to correct the students' understanding of the error. Referring to FIG. 3, the first user terminal 170 selects the operation interface diagram displayed after the annotation edit 201 in the first map menu. When the first user terminal 170 selects a learning website and wants to perform annotation editing, the web page to be edited may be accessed by using the website, and edited by displaying the editing screen. Please refer to Fig. 4, which is an image edited through the editing operation interface of Fig. 3. As can be seen from Fig. 4, the first user terminal 170 uses the editorial annotation to guide the learner to the next web page, so that the learner is wasted time understanding how to use the teaching website. Referring to Fig. 5, the second user terminal 171 of Fig. 1 uses an operation interface diagram of the on-line learning support system. After the second user terminal 171 enters the system, the class operation can be selected for learning, and when the specified job is read, the learned new word or the questionable sentence can be edited into the small bag, that is, the knowledge construction module. The virtual booklet 141 of 140 serves as a learning note, and the content in the virtual book bag 141 is available for viewing by the third client 172, thereby enhancing interaction between learners. The second client 171 can also input an article for the job content after reading the specified job, and can issue a question about the job content, and the problem can be used by the first client 170 as a reference for the topic maker. In summary, the instructor can guide the learners to use the online learning website through the system, and the learners can share the learning experience with each other to enhance the learning effect, and test the effectiveness of the learning by examining the questions. This kind of interaction 9 201042592 style learning can stimulate learners' interest in learning, and can also help the learners to keep abreast of the learning situation of each learner. 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; A block diagram of the system construction of the online learning aid system. Figure 2 is an operational interface diagram of the first user terminal of Figure 1 using an online learning aid system. Figure 3 is the operation interface diagram displayed after the first user selects the comment in the first picture menu. Figure 4 is an image edited through the editing operation interface of Figure 3. Figure 5 is an operational interface diagram of the second user terminal of Figure 1 using the online learning aid system. [Main component symbol description] 100: Web server 110: Website boot editing module 111: Image capturing unit 112: Annotation editing unit 201042592 120 Teaching material database 130: Learning guiding module 140 Knowledge construction module 141: Virtual school bag 150 Learning Evaluation Module 151: Proposition Unit 152 Test Paper Unit 153 ··Test Unit 160 Learning Record Database 170: First User End 171 Second User End 172: Third User End 180 Learning Website 200: Course Management 201 Annotation Editing 210: Student List 211 Title Maker 212: Grade Management 213: Questionnaire Maker 214: Browse Student Virtual Schoolbags Ο 11