TW201638900A - Problem-oriented teaching system for aggregating group resources - Google Patents

Abstract

This invention provides a problem-oriented teaching system for aggregating group resources, and a platform for executing the system. The system is executed by a computer host system, and is provided with an answer resource module which is capable of providing expert and group resources; and the system endows a learner role, an expert role and a supporter (group) role in accordance with related data of an enterer. The system comprises at least the following steps: STEP1, a learner role chooses a learning theme; STEP2, the system lists a learning teaching material corresponding to the learning theme in accordance with the learning theme selected by the learner role to be read by the learner role; STEP3, the system stores the learning scheme in a problem library so that the learner role sequentially or automatically selects a problem according to time, sizes and difficulty levels for answering the problem; and STEP4, the learner role selects to use the answer resource module or self-answers, if an answer is correct, then return to STEP 3 and continue to answer, if the answer is wrong, then re-implements STEP 4 (re-selects to use a resource system or self-answers). In this way, the learner role can obtain group resources through the platform to take the initiative to solve the problem and acquire knowledge and skills in the process so as to achieve teaching purpose.

Description

Problem-oriented teaching system

The invention relates to a problem-oriented teaching system for collecting group resources, and particularly relates to a teaching system capable of collecting groups and expert knowledge resources for problem-oriented learning.

Knowledge is a kind of valuable wisdom. It can be presented by information, experience, abstract ideas, standard operating procedures, systematic documents, specific technologies, etc. Therefore, although there are many forms of knowledge presentation, in essence All must have the effect of creating added value, otherwise it cannot be called knowledge.

According to its presentation degree, knowledge can be divided into 1. Explicit knowledge: it can be expressed by text, and can be expressed through coding and text image numbers. This kind of knowledge can be easily learned through study, analysis and reasoning. No need for too complicated interactions such as service manual descriptions, books and programs. 2. Implicit knowledge: It exists in the individual mental model, and it has some abstract concepts, judgments and intuitions that are highly difficult to express externally. It is not easy to formally convey through words and data, etc., and most of them are tried and learned by practical experience. It requires a high degree of interaction to communicate, such as creation, music composition, skill use, and business skills.

Nowadays, regardless of the above-mentioned knowledge learning, tools such as electronic textbooks or traditional textbooks can be used for knowledge learning. However, most of the current textbook catalogues are limited to the personal knowledge transfer of experts (or a few people), so that they can be catalogued. The textbook is easy to be expertly subjective and subjective, which leads to the concept of teaching materials being too biased. Learners are prone to blind spots in learning knowledge; the actual teaching side It is also easy to influence the quality of learning due to the eloquence ability of the expert (instructor); in addition, the greatest pleasure of learning is the process of finding answers and the sense of accomplishment of solving problems, but whether using electronic materials or In the traditional textbooks, during the teaching process, most of the learners are only in the role of passive listening, unable to find the answer to solve the problem, so that the learning effect is serious and halfway.

To this end, how to use the collective resources of the collection so that the learner can effectively learn in the process of actively solving the problem or finding the answer is the subject of the present invention.

The invention provides a problem-oriented teaching system for collecting group resources, which provides a step execution platform, which is executed by a computer host, and the system has a answer resource module capable of providing group resources, and the system is based on login. The relevant information and purpose, the role of the learner, the resource (group) role, the system at least includes the following steps: STEP1: the system specifies a learning theme according to the learner's previous learning history or the learner chooses a learning theme; STEP2: The system is based on the learning theme selected by the learner's role, and lists the learning materials corresponding to the theme for the learner's role to read; STEP3: The system is the problem database of the learning theme memory, in order, size, difficulty sequence For the learner's role to answer questions in sequence or by themselves; STEP4: The learner's role chooses to use the answer resource module or answer the question by himself. If the answer is correct, go back to step 3 to continue the answer; if the answer is wrong, repeat the steps. 4 (re-select the answer resource system or answer the question yourself); Active learning role can be made to solve the problem through the platform group resources In this process, knowledge and skills are acquired to achieve the purpose of teaching.

According to the foregoing main features, when the learner role selects the answer resource module in step 4, the following steps are performed: the user role selects the self-seeking answer mode, the discussion mode, and the search search mode in the module to answer the question. The self-finding mode is for the user to find an answer in the learning material of step 2; wherein the discussion mode is an online forum mode, so that the user can seek community resources to assist in answering questions; The mode can be retrieved so that the learner role can be used to search for discussion or answer records of other learners in the previous two modes.

According to the foregoing main features, the learning materials listed in step 2 may be presented as multimedia films, books, articles or short texts, and are not limited in the present invention.

FIG. 1 is a schematic flow chart of a problem-oriented teaching system for collecting group resources according to the present invention.

The invention provides a problem-oriented teaching system for collecting group resources, which is a computer host having at least one central processing unit, and the registrant can read through a handheld device or a personal computer and via an internet connection. The system assigns a learner role or resource (group) role according to the entrant's relevant information and purpose. The system includes at least the following steps: the system specifies a learning theme according to the learner's previous learning history or the learner chooses himself or herself. a learning topic (S1); The system is based on the learning theme, and lists the learning materials corresponding to the theme for reading by the learner's role (S2); the system is to store the test subject memory in the order of the learner's role in order, size, and difficulty. Order or self-select the question to answer the question (S3); the learner role can choose to use the answer resource module or answer the question by itself. If the answer is correct, go back to step 3 to continue the answer; if the answer is wrong, re-execute step 4 ( Re-select the answer resource system or answer the question yourself (S4); thereby, the learner role can use the platform to obtain group resources to actively solve the problem and acquire knowledge and skills in the process to achieve the teaching purpose.

Each of the roles defined in the foregoing invention may be performed by a single person or a plurality of people at the same time, or may be exchanged as a learner role or a support role according to the number of executions of the learning system, depending on the actual learning situation.

The learning materials listed in step 2 above may be presented as multimedia films, books, articles, newspapers, magazines or short essays, and are not limited in the present invention.

According to the foregoing step 4, when the learner role selects the answering resource module in step 4, the user role can at least select the self-finding answer mode, the discussion mode, and the search search mode in the answering resource module to answer the resource. The self-finding mode is for the user to find an answer or re-read in the learning material of step 2; the discussion mode is an online forum, in an instant or non-instant manner, so that the user can seek community resources externally; To assist the answer; wherein the history search search mode is a search mode, so that the learner role can be used to search for discussion or answer records of other learners in the previous two modes.

The above learning materials of the present invention can also be used as learning during the learning process of the learner's role. Or the quality assessment basis of the textbook, for example, the learner's role is correct and the higher the score is obtained when the answering resource module is not used. The learner's character answers correctly but the second highest score is obtained when using the answering resource module; the higher the score The relative display can indicate that the learner's character has better learning quality or lower difficulty. The lower the score, the lower the score, the lower the score of the learner's character, or the higher the difficulty of the textbook.

The present invention has been described in more detail by the above-described preferred embodiments, but the present invention is not limited to the above-exemplified embodiments, and various changes and modifications may be made to the structures within the scope of the technical idea disclosed herein. It is within the scope of the invention.

Claims (3)

A problem-oriented teaching system for collecting group resources, which provides a step execution platform, which is executed by a computer host, and the system has a answer resource module capable of providing group resources, and the system is based on the information of the registrant. And the purpose of the learner role, resource (group) role, the system at least comprises the following steps: STEP1: the system specifies a learning theme according to the learner's previous learning history or the learner chooses a learning theme; STEP2: The system is based on the learning theme selected by the learner's role, and lists the learning materials corresponding to the theme for the learner's role to read; STEP3: The system is to study the problem memory in the learning theme in order of order, size, and difficulty. The role of the person in order or self-selection questions to answer questions; STEP4: learner role selection using the answer resource module or self-answer, if the answer is correct, then return to step 3 to continue the answer; if the answer is wrong, then re-execute step 4; Enable the learner role to obtain community resources through the platform to proactively solve problems and This process of acquiring knowledge and skills so as to achieve the purpose of teaching. According to the problem-oriented teaching system of the collective group resource described in claim 1, wherein the step 4 selects the answering resource module, the user role selects the self-seeking answer mode and the discussion mode in the module. Searching the search mode to answer the questions; selecting the self-seeking answer mode is for the user to find the answer in the learning material of step 2; selecting the discussion mode is to use the online forum mode, so that the user can seek community resources to assist the answer; Selecting the history search search mode allows the search mode to search for the discussion or answer record of other learners in the previous two modes. According to the problem-oriented teaching system of the collective group resource described in claim 1, the learning materials listed in step 2 can be presented for multimedia films, books, articles or short texts.