WO2020226113A1 - Slow reading learning system - Google Patents
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- WO2020226113A1 WO2020226113A1 PCT/JP2020/018208 JP2020018208W WO2020226113A1 WO 2020226113 A1 WO2020226113 A1 WO 2020226113A1 JP 2020018208 W JP2020018208 W JP 2020018208W WO 2020226113 A1 WO2020226113 A1 WO 2020226113A1
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- the present invention relates to a system that efficiently performs slow reading learning, which is useful for improving reading comprehension.
- Non-Patent Document 1 In educational settings such as schools, improvement of learning outcomes is required, but in reality, many students and students are unable to keep up with the lessons and are failing. There are many possible reasons, but it has been pointed out that the most promising reason is that there are many students and students who have difficulty understanding sentences accurately and logically. There is no way to expect correct answers from students who do not even understand the purpose of the question. With the development of AI in recent years, it is feared that many jobs and tasks will be replaced by computers, resulting in a large number of unemployed people. For this reason, it is becoming important to acquire skills that cannot be replaced by AI. (Non-Patent Document 1)
- Non-Patent Document 2 it is useful for other students to evaluate the subheadings and summaries given by one student. For the student, receiving evaluations from other students encourages not only the correction of misunderstandings, but also the improvement of the creation of more appropriate subheadings and summaries.
- Non-Patent Document 2 I know that slow reading learning is useful, but if I actually try to do it in a school class, as shown in Non-Patent Document 2, I will spend three years teaching one paperback book. Since there are many other issues to be taught, the reality is that it is difficult to actually teach at a general school, regardless of the preparatory school that competes for 1 and 2 nationwide. In particular, it takes a lot of time and effort to analyze the evaluations between students attached to subheadings and abstracts.
- the present invention has been made to solve such a conventional problem, and the purpose of the present invention is to utilize a computer network for students and students to use asynchronous slow reading learning after school or on holidays. It is to provide a slow reading learning system that enables mutual evaluation, automates evaluation aggregation and feedback to each student and student, and minimizes the workload on teachers.
- a text recording means for recording the text of the story to be created for subheadings and abstracts
- Student recording means for recording a list of students
- Subheadings and abstracts for each student to create and record subheadings and abstracts
- the evaluation means is evaluated and given by another student to the created and recorded subheadings and abstracts. It is characterized by having a subheading for recording the evaluation value and a means for evaluating the summary sentence.
- the slow reading learning system according to claim 3 is characterized in that, in the slow reading learning system according to claim 2, the text recording means records a plurality of text titles and makes them selectable.
- the slow reading learning system according to claim 4 is characterized in that, in the slow reading learning system according to any one of claims 2 to 3, the subheading and summary sentence evaluation means can appropriately select a student to be evaluated. ..
- the subheading and the abstract sentence evaluation means are the evaluation values given by the other students.
- the feature is that the average value can be calculated.
- the evaluation feedback means is a subheading and a summary sentence. It is provided that the evaluation value performed on the subject and the average value of the evaluation values given by the other students are displayed and recorded together, and the evaluation student has a subheading and a feedback means for the evaluation of the summary sentence. It is a feature.
- the feedback means for evaluation of subheadings and abstracts by the evaluation students is the same for all students except the students themselves. It is characterized in that it is possible to obtain the validity between the evaluation given by the student himself / herself for the subheading and the abstract of the story and the average value of the evaluation given by other students.
- the subheading and summary sentence evaluation means enable the teacher to directly record the evaluation as needed. It is characterized by having done it.
- the slow reading learning system includes a text recording means, the text of the short story to be created for subheadings and abstracts is recorded. A list of students is recorded because it has a means for recording students. Since a subheading and a summary sentence creation recording means are provided, a subheading and a summary sentence are created and recorded for each student for the short story. Since the evaluation means is provided, other students evaluate the subheadings and abstracts created by the students. Since it is equipped with evaluation feedback means, it feeds back the validity of evaluations made by other students.
- the evaluation means evaluates the created and recorded subheadings and abstract sentences by other students and gives them evaluation values. To record.
- the text recording means records a plurality of text titles and can be selected.
- the subheading and the summary sentence evaluation means can appropriately select the student to be evaluated.
- the subheading and summary sentence evaluation means can be evaluated by the other students and the average value of the given evaluation values can be calculated.
- the slow reading learning system Since the slow reading learning system according to claim 6 is provided with a feedback means for evaluating the subheading and the summary sentence, the student himself / herself evaluates the subheading / summary sentence and the other student evaluates the subheading / summary sentence. Then, the average value of the given evaluation values is also displayed and recorded.
- the feedback means for the evaluation of the subheadings and abstracts by the evaluation students is for all the students except the students themselves, and the students themselves for the subheadings and abstracts of the story. It is possible to find the validity between the evaluation given by the student and the average value of the evaluation given by other students.
- the subheading and summary sentence evaluation means allow the teacher to directly record the evaluation as needed.
- the present application is a system running on a computer.
- a computer includes an input device (mouse, keyboard, etc.), an output device (monitor, printer, etc.), a storage device (memory, hard disk), a computing device (CPU), a control device (CPU), and the like, and each means (function) of the present application. ) Is provided with a program to execute.
- FIG. 1 is an explanatory diagram of the text recording means of the present invention.
- (A) is a case where only one text title is used, and (b) is a case where a plurality of text titles are used.
- the text for each episode may be converted into an object and managed by the object RDB (relational database) such as text title, short story, text object, etc., or the text for each episode may be converted into a file and text. It may be managed by a folder file for each title.
- object RDB relational database
- FIG. 2 is an explanatory diagram of the student recording means.
- it is managed by organization name, class, student ID #, and student name.
- the school name and class name are written as character strings, but in the actual record, a master file can be created for each school name and class name and managed by the school name ID # and class name ID #. It is useful.
- the hierarchy such as school and class name, if necessary, a higher hierarchy may be set such as by prefecture or country, and if it is limited to one school, the organization name is unnecessary. When recruiting students from the general public, it may be managed only by the student ID # and student name.
- FIG. 3 is an explanatory diagram of a subheading and a summary sentence creation recording means of the story, which is created by each student for each story.
- the created subheadings and abstracts are recorded for each text title, story ID #, and student ID #.
- the texts of the subheadings and abstracts can be converted into objects and managed in an object RDB (relational database) such as text titles, story IDs, student IDs, subheadings, and text objects of abstracts.
- object RDB relational database
- the subheadings and summary texts for each episode may be filed and managed in a folder file for each episode.
- the story ID # and student ID # are written as character strings, but in the actual record, a master file can be created for each story ID and student name and managed by the story ID # and student ID #. It is useful.
- FIG. 4 is an explanatory diagram of subheadings and summary sentence evaluation means by other students. Other students evaluate the subheadings and abstracts recorded in FIG. 3 for each student and each story. In FIG. 4, the evaluation is on a five-point scale of 1 to 5, but 0 to 100 points may be used. The students to be evaluated may be all students other than the students who created the subheadings and abstracts, or if the number of students is excessive, they may be limited to some students extracted by random numbers or the like. This optimizes the workload of the students to be evaluated. The mean value is indispensable for the obtained evaluation, but if necessary, statistics such as standard deviation and evaluation score ranking in the entire class are also useful. Although it may be used only as teaching materials for teachers, incentives for improvement can be obtained by notifying the students who created the subheadings and abstracts.
- FIG. 5 is an explanatory diagram of feedback means for evaluation of subheadings and abstracts by evaluation students. For each student who evaluated, the subheadings and abstracts of the stories that were evaluated are displayed together with the average value of the evaluations given by other students for the same evaluation target, and both match. It makes it easy to grasp the degree. Students who evaluate can get hints for improvement and improvement through the work of reading and evaluating subheadings and abstracts created by other students. Furthermore, it is also useful to verify the validity of one's own evaluation. Understand the degree of agreement and correlation between general evaluation criteria and your own evaluation criteria by finding the degree of agreement and correlation between your own evaluation and the evaluations made by other students for the subheadings and abstracts of the same story. be able to. In FIG.
- the evaluation of a certain student and a certain story is displayed. If necessary, the evaluation given to the subheadings and abstracts of other students regarding the story of the evaluation student, and the above-mentioned others. It is also useful to find the correlation coefficient with the average value of the evaluations given by all the evaluation students for the subheadings and abstracts of the students. If the evaluations made by other students do not seem appropriate, the teacher or the like may make a separate evaluation to find the degree of agreement and correlation between the teacher's evaluation and the student's evaluation.
- the present invention includes the examples.
- a text title / story a series of stories related to the content such as a serial novel is illustrated, but a set of stories that are unrelated to each other may be used.
- the creation / evaluation of word explanations and impressions may be added.
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Abstract
[Problem] To provide a slow reading learning system that: utilizes a computer network to enable pupils and students to engage in asynchronous slow reading learning and mutual evaluation when convenient after school or on holidays; and automates the tabulation of evaluations and the provision of feedback to pupils and students and minimizes instructor workload. [Solution] The present invention is provided with: (i) a text recording means for recording text of a story for which subheadings and a summary are to be created; (ii) a course enrollee recording means for recording a list of course enrollees; and (iii) a subheading/summary creating-recording means for creating and recording subheadings and a summary for the story.
Description
本発明は、読解力の向上に有用とされるスローリーディング学習を効率よく行うシステムに関する。
The present invention relates to a system that efficiently performs slow reading learning, which is useful for improving reading comprehension.
学校などの教育現場では学習成果の向上が求められるが、実際には多くの生徒や学生が授業についてゆけず、落伍しているのが現状である。多くの理由が考えられるが、有力な理由として、文章を正確に、論理的に理解することが困難な状態の生徒、学生が少なくないことが指摘されている。問題文の趣旨すら理解できない生徒、学生に、正答など期待すべくもない。
近年のＡＩの発達に伴い、多くの仕事や作業がコンピュータに置き換えられ、大量の失業者が出ることが危惧されている。このため、ＡＩに置き換えられないスキルの習得が重要となってきている。（非特許文献１） In educational settings such as schools, improvement of learning outcomes is required, but in reality, many students and students are unable to keep up with the lessons and are failing. There are many possible reasons, but it has been pointed out that the most promising reason is that there are many students and students who have difficulty understanding sentences accurately and logically. There is no way to expect correct answers from students who do not even understand the purpose of the question.
With the development of AI in recent years, it is feared that many jobs and tasks will be replaced by computers, resulting in a large number of unemployed people. For this reason, it is becoming important to acquire skills that cannot be replaced by AI. (Non-Patent Document 1)
近年のＡＩの発達に伴い、多くの仕事や作業がコンピュータに置き換えられ、大量の失業者が出ることが危惧されている。このため、ＡＩに置き換えられないスキルの習得が重要となってきている。（非特許文献１） In educational settings such as schools, improvement of learning outcomes is required, but in reality, many students and students are unable to keep up with the lessons and are failing. There are many possible reasons, but it has been pointed out that the most promising reason is that there are many students and students who have difficulty understanding sentences accurately and logically. There is no way to expect correct answers from students who do not even understand the purpose of the question.
With the development of AI in recent years, it is feared that many jobs and tasks will be replaced by computers, resulting in a large number of unemployed people. For this reason, it is becoming important to acquire skills that cannot be replaced by AI. (Non-Patent Document 1)
文章を正確で論理的に理解するスキルの習得として、スローリーディングが注目されている。これは、新聞の連載小説の一日分のように、比較的短い文章を熟読し、その文章に小見出しのような題名を付ける、１００字程度に要約する文章を作るなどの作業を継続的に行うことである。内容を理解、咀嚼して、同じ意味の別の簡潔な表現に変換するといった、現在のＡＩでは困難なスキルを習得するのに有用である。（非特許文献２）
さらに、或る生徒がつけた小見出しと要約文を、他の生徒が評価する作業も有用である。当該生徒にとって、他の生徒から評価を受けることは、誤解の是正だけでなく、より適切な小見出しや要約文の作成の改善の励みになる。また、評価した生徒にとっても、同じ課題文に対して他の生徒がつけた小見出しや要約文を知ることで、自分のつけた小見出しや要約文に対する反省や改善のヒントが得られる。さらに、自らのつけた評価と、他の生徒がつけた評価の相関がわかれば、自らの理解の偏りを知るきっかけともなる。
この出願に関連する先行技術文献としては次のものがある。 Slow reading is attracting attention as the acquisition of skills to understand sentences accurately and logically. This is like a day's worth of serialized novels in newspapers, where you read relatively short sentences carefully, give the sentences a title like a subheading, and make sentences that summarize to about 100 characters. To do. It is useful for acquiring skills that are difficult with current AI, such as understanding and chewing the content and converting it into another concise expression with the same meaning. (Non-Patent Document 2)
In addition, it is useful for other students to evaluate the subheadings and summaries given by one student. For the student, receiving evaluations from other students encourages not only the correction of misunderstandings, but also the improvement of the creation of more appropriate subheadings and summaries. Also, for the evaluated students, knowing the subheadings and abstracts given by other students for the same task sentence will give hints for reflection and improvement of the subheadings and abstracts that they have given. Furthermore, if the correlation between the evaluations given by oneself and the evaluations given by other students is known, it will be an opportunity to know the bias of one's understanding.
Prior art documents related to this application include:
さらに、或る生徒がつけた小見出しと要約文を、他の生徒が評価する作業も有用である。当該生徒にとって、他の生徒から評価を受けることは、誤解の是正だけでなく、より適切な小見出しや要約文の作成の改善の励みになる。また、評価した生徒にとっても、同じ課題文に対して他の生徒がつけた小見出しや要約文を知ることで、自分のつけた小見出しや要約文に対する反省や改善のヒントが得られる。さらに、自らのつけた評価と、他の生徒がつけた評価の相関がわかれば、自らの理解の偏りを知るきっかけともなる。
この出願に関連する先行技術文献としては次のものがある。 Slow reading is attracting attention as the acquisition of skills to understand sentences accurately and logically. This is like a day's worth of serialized novels in newspapers, where you read relatively short sentences carefully, give the sentences a title like a subheading, and make sentences that summarize to about 100 characters. To do. It is useful for acquiring skills that are difficult with current AI, such as understanding and chewing the content and converting it into another concise expression with the same meaning. (Non-Patent Document 2)
In addition, it is useful for other students to evaluate the subheadings and summaries given by one student. For the student, receiving evaluations from other students encourages not only the correction of misunderstandings, but also the improvement of the creation of more appropriate subheadings and summaries. Also, for the evaluated students, knowing the subheadings and abstracts given by other students for the same task sentence will give hints for reflection and improvement of the subheadings and abstracts that they have given. Furthermore, if the correlation between the evaluations given by oneself and the evaluations given by other students is known, it will be an opportunity to know the bias of one's understanding.
Prior art documents related to this application include:
スローリーディング学習が有用であることは分かっているが、実際に学校の授業などで行おうとすると、非特許文献２に示すように、文庫本一冊を３年かけて授業することになる。他の教えるべき多くの課題もあることから、全国１，２を争う進学校ではともかく、現実に一般の学校で授業として行うのは困難であるのが実情であろう。特に、小見出しと要約文に対して付けられた生徒間の評価の分析には多大な時間と労力が必要となる。
I know that slow reading learning is useful, but if I actually try to do it in a school class, as shown in Non-Patent Document 2, I will spend three years teaching one paperback book. Since there are many other issues to be taught, the reality is that it is difficult to actually teach at a general school, regardless of the preparatory school that competes for 1 and 2 nationwide. In particular, it takes a lot of time and effort to analyze the evaluations between students attached to subheadings and abstracts.
本発明はかかる従来の問題点を解決するためになされたものであって、その目的とするところは、コンピュータネットワークを活用することで生徒、学生が都合の良い放課後や休日に非同期のスローリーディング学習、相互評価を可能とすること、評価の集計や各生徒、学生へのフィードバックを自動化し、教師にかかる作業負荷を最小限とするスローリーディング学習システムを提供することである。
The present invention has been made to solve such a conventional problem, and the purpose of the present invention is to utilize a computer network for students and students to use asynchronous slow reading learning after school or on holidays. It is to provide a slow reading learning system that enables mutual evaluation, automates evaluation aggregation and feedback to each student and student, and minimizes the workload on teachers.
前記目的を達成するための手段として請求項１記載のスローリーディング学習システムでは、スローリーディング学習システムにおいて、(ｉ)小見出し、要約文を作成する対象となる小話のテキストを記録するテキスト記録手段と、(ii)受講者のリストを記録する受講者記録手段と、(iii)前記受講者ごとに前記小話に対して小見出し、要約文を作成、記録する、小見出し、要約文作成記録手段と、(iv)前記受講者の作成した小見出し、要約文に対して、他の受講者が評価を行う評価手段と、(ｖ)前記他の受講者が行った評価の妥当性をフィードバックする評価フィードバック手段を備えたことを特徴とする。
In the slow reading learning system according to claim 1, as a means for achieving the above object, in the slow reading learning system, (i) a text recording means for recording the text of the story to be created for subheadings and abstracts, and (ii) Student recording means for recording a list of students, (iii) Subheadings and abstracts for each student to create and record subheadings and abstracts, and (iv) ) Equipped with an evaluation means for other students to evaluate the subheadings and abstracts created by the student, and (v) an evaluation feedback means for feeding back the validity of the evaluation made by the other student. It is characterized by that.
請求項２記載のスローリーディング学習システムでは、請求項１記載のスローリーディング学習システムにおいて、前記評価手段は作成、記録された小見出し、要約文に対して、他の受講者が評価を行い、付与した評価値を記録する小見出し、要約文評価手段を備えたことを特徴とする。
In the slow reading learning system according to claim 2, in the slow reading learning system according to claim 1, the evaluation means is evaluated and given by another student to the created and recorded subheadings and abstracts. It is characterized by having a subheading for recording the evaluation value and a means for evaluating the summary sentence.
請求項３記載のスローリーディング学習システムでは、請求項２記載のスローリーディング学習システムにおいて、前記テキスト記録手段は、複数のテキストタイトルを記録し、選択可能としたことを特徴とする。
The slow reading learning system according to claim 3 is characterized in that, in the slow reading learning system according to claim 2, the text recording means records a plurality of text titles and makes them selectable.
請求項４記載のスローリーディング学習システムでは、請求項２～３いずれか記載のスローリーディング学習システムにおいて、前記小見出し、要約文評価手段は、評価を行う生徒を適宜選択可能としたことを特徴とする。
The slow reading learning system according to claim 4 is characterized in that, in the slow reading learning system according to any one of claims 2 to 3, the subheading and summary sentence evaluation means can appropriately select a student to be evaluated. ..
請求項５記載のスローリーディング学習システムでは、請求項２～４いずれか記載のスローリーディング学習システムにおいて、前記小見出し、要約文評価手段は、前記他の受講者が評価を行い、付与した評価値の平均値を計算可能としたことを特徴とする。
In the slow reading learning system according to claim 5, in the slow reading learning system according to any one of claims 2 to 4, the subheading and the abstract sentence evaluation means are the evaluation values given by the other students. The feature is that the average value can be calculated.
請求項６記載のスローリーディング学習システムでは、請求項２～５いずれか記載のスローリーディング学習システムにおいて、前記評価フィードバック手段は、小見出し、要約文評価手段において、受講者自身が当該小見出し、要約文に対して行った評価値と、前記他の受講者が評価を行い、付与した評価値の平均値を併せて表示、記録する、評価生徒による小見出し、要約文の評価のフィードバック手段を備えたことを特徴とする。
In the slow reading learning system according to claim 6, in the slow reading learning system according to any one of claims 2 to 5, the evaluation feedback means is a subheading and a summary sentence. It is provided that the evaluation value performed on the subject and the average value of the evaluation values given by the other students are displayed and recorded together, and the evaluation student has a subheading and a feedback means for the evaluation of the summary sentence. It is a feature.
請求項７記載のスローリーディング学習システムでは、請求項６記載のスローリーディング学習システムにおいて、前記評価生徒による小見出し、要約文の評価のフィードバック手段は、受講者自身を除く全受講者の各々に関し、当該小話の小見出し、要約文に対して受講者自身が付与した評価と、他の受講者が付与した評価の平均値との間の妥当性を求めることを可能としたことを特徴とする。
In the slow reading learning system according to claim 7, in the slow reading learning system according to claim 6, the feedback means for evaluation of subheadings and abstracts by the evaluation students is the same for all students except the students themselves. It is characterized in that it is possible to obtain the validity between the evaluation given by the student himself / herself for the subheading and the abstract of the story and the average value of the evaluation given by other students.
請求項８記載のスローリーディング学習システムでは、請求項２～７いずれか記載のスローリーディング学習システムにおいて、前記小見出し、要約文評価手段は、必要に応じて教師が直接評価を記録することを可能としたことを特徴とする。
In the slow reading learning system according to claim 8, in the slow reading learning system according to any one of claims 2 to 7, the subheading and summary sentence evaluation means enable the teacher to directly record the evaluation as needed. It is characterized by having done it.
請求項１記載のスローリーディング学習システムでは、テキスト記録手段を備えるので、小見出し、要約文を作成する対象となる小話のテキストが記録される。
受講者記録手段を備えるので受講者のリストが記録される。
小見出し、要約文作成記録手段を備えるので、受講者ごとに前記小話に対して小見出し、要約文を作成、記録する。
評価手段を備えるので、受講者の作成した小見出し、要約文に対して、他の受講者が評価を行う。
評価フィードバック手段を備えるので、他の受講者が行った評価の妥当性をフィードバックする。 Since the slow reading learning system according toclaim 1 includes a text recording means, the text of the short story to be created for subheadings and abstracts is recorded.
A list of students is recorded because it has a means for recording students.
Since a subheading and a summary sentence creation recording means are provided, a subheading and a summary sentence are created and recorded for each student for the short story.
Since the evaluation means is provided, other students evaluate the subheadings and abstracts created by the students.
Since it is equipped with evaluation feedback means, it feeds back the validity of evaluations made by other students.
受講者記録手段を備えるので受講者のリストが記録される。
小見出し、要約文作成記録手段を備えるので、受講者ごとに前記小話に対して小見出し、要約文を作成、記録する。
評価手段を備えるので、受講者の作成した小見出し、要約文に対して、他の受講者が評価を行う。
評価フィードバック手段を備えるので、他の受講者が行った評価の妥当性をフィードバックする。 Since the slow reading learning system according to
A list of students is recorded because it has a means for recording students.
Since a subheading and a summary sentence creation recording means are provided, a subheading and a summary sentence are created and recorded for each student for the short story.
Since the evaluation means is provided, other students evaluate the subheadings and abstracts created by the students.
Since it is equipped with evaluation feedback means, it feeds back the validity of evaluations made by other students.
請求項２記載のスローリーディング学習システムでは、小見出し、要約文評価手段を備えるので、評価手段は作成、記録された小見出し、要約文に対して、他の受講者が評価を行い、付与した評価値を記録する。
Since the slow reading learning system according to claim 2 is provided with subheadings and abstract sentence evaluation means, the evaluation means evaluates the created and recorded subheadings and abstract sentences by other students and gives them evaluation values. To record.
請求項３記載のスローリーディング学習システムでは、テキスト記録手段は、複数のテキストタイトルを記録し、選択可能とされている。
In the slow reading learning system according to claim 3, the text recording means records a plurality of text titles and can be selected.
請求項４記載のスローリーディング学習システムでは、小見出し、要約文評価手段は、評価を行う生徒を適宜選択可能とされている。
In the slow reading learning system according to claim 4, the subheading and the summary sentence evaluation means can appropriately select the student to be evaluated.
請求項５記載のスローリーディング学習システムでは、小見出し、要約文評価手段は、前記他の受講者が評価を行い、付与した評価値の平均値を計算可能とされている。
In the slow reading learning system according to claim 5, the subheading and summary sentence evaluation means can be evaluated by the other students and the average value of the given evaluation values can be calculated.
請求項６記載のスローリーディング学習システムでは、小見出し、要約文の評価のフィードバック手段を備えるので、受講者自身が当該小見出し、要約文に対して行った評価値と、前記他の受講者が評価を行い、付与した評価値の平均値を併せて表示、記録する。
Since the slow reading learning system according to claim 6 is provided with a feedback means for evaluating the subheading and the summary sentence, the student himself / herself evaluates the subheading / summary sentence and the other student evaluates the subheading / summary sentence. Then, the average value of the given evaluation values is also displayed and recorded.
請求項７記載のスローリーディング学習システムでは、評価生徒による小見出し、要約文の評価のフィードバック手段は、受講者自身を除く全受講者の各々に関し、当該小話の小見出し、要約文に対して受講者自身が付与した評価と、他の受講者が付与した評価の平均値との間の妥当性を求めることを可能としている。
In the slow reading learning system according to claim 7, the feedback means for the evaluation of the subheadings and abstracts by the evaluation students is for all the students except the students themselves, and the students themselves for the subheadings and abstracts of the story. It is possible to find the validity between the evaluation given by the student and the average value of the evaluation given by other students.
請求項８記載のスローリーディング学習システムでは、小見出し、要約文評価手段は、必要に応じて教師が直接評価を記録することを可能としている。
In the slow reading learning system according to claim 8, the subheading and summary sentence evaluation means allow the teacher to directly record the evaluation as needed.
本願は、コンピュータ上で稼働するシステムである。
コンピュータは、入力装置（マウス、キーボード等）、出力装置（モニター、プリンタ等）、記憶装置（メモリー、ハードディスク）、演算装置（ＣＰＵ）、制御装置（ＣＰＵ）等を備え、本願の各手段（機能）を実行するためのプログラムを備えている。
図１は、本発明のテキスト記録手段の説明図である。
（ａ）は、テキストタイトルが一冊のみの場合、（ｂ）は、複数のテキストタイトルを用いる場合である。
テキストタイトルとして特に制限はないが、小見出しや要約文を付けるのに個々の小話の文章の長さが不ぞろいでは使いにくいので、新聞などの連載小説など、一話ごとの長さが決まっているものが好ましい。
また、著作権が末に消滅していたり、パブリックドメイン宣言がなされていたりする場合に問題が少ないことは言うまでもない。もちろん、著作権者の許諾を得てテキストタイトルに採用してもよい。
（ｂ）のように、複数のテキストタイトルを採用し、適宜使い分けることも有用である。
テキストの記録に際しては、一話ごとのテキストをオブジェクト化し、テキストタイトル、小話、テキストオブジェクトなどのようにオブジェクトＲＤＢ（リレーショナルデータベース）で管理しても良いし、一話ごとのテキストをファイル化し、テキストタイトルごとのフォルダーファイルで管理してもよい。 The present application is a system running on a computer.
A computer includes an input device (mouse, keyboard, etc.), an output device (monitor, printer, etc.), a storage device (memory, hard disk), a computing device (CPU), a control device (CPU), and the like, and each means (function) of the present application. ) Is provided with a program to execute.
FIG. 1 is an explanatory diagram of the text recording means of the present invention.
(A) is a case where only one text title is used, and (b) is a case where a plurality of text titles are used.
There are no particular restrictions on the text title, but it is difficult to use it if the length of each story is irregular to add subheadings and abstracts, so the length of each story is fixed, such as serialized novels such as newspapers. Is preferable.
In addition, it goes without saying that there are few problems when the copyright is extinguished at the end or the public domain declaration is made. Of course, it may be adopted as a text title with the permission of the copyright holder.
As in (b), it is also useful to adopt a plurality of text titles and use them appropriately.
When recording text, the text for each episode may be converted into an object and managed by the object RDB (relational database) such as text title, short story, text object, etc., or the text for each episode may be converted into a file and text. It may be managed by a folder file for each title.
コンピュータは、入力装置（マウス、キーボード等）、出力装置（モニター、プリンタ等）、記憶装置（メモリー、ハードディスク）、演算装置（ＣＰＵ）、制御装置（ＣＰＵ）等を備え、本願の各手段（機能）を実行するためのプログラムを備えている。
図１は、本発明のテキスト記録手段の説明図である。
（ａ）は、テキストタイトルが一冊のみの場合、（ｂ）は、複数のテキストタイトルを用いる場合である。
テキストタイトルとして特に制限はないが、小見出しや要約文を付けるのに個々の小話の文章の長さが不ぞろいでは使いにくいので、新聞などの連載小説など、一話ごとの長さが決まっているものが好ましい。
また、著作権が末に消滅していたり、パブリックドメイン宣言がなされていたりする場合に問題が少ないことは言うまでもない。もちろん、著作権者の許諾を得てテキストタイトルに採用してもよい。
（ｂ）のように、複数のテキストタイトルを採用し、適宜使い分けることも有用である。
テキストの記録に際しては、一話ごとのテキストをオブジェクト化し、テキストタイトル、小話、テキストオブジェクトなどのようにオブジェクトＲＤＢ（リレーショナルデータベース）で管理しても良いし、一話ごとのテキストをファイル化し、テキストタイトルごとのフォルダーファイルで管理してもよい。 The present application is a system running on a computer.
A computer includes an input device (mouse, keyboard, etc.), an output device (monitor, printer, etc.), a storage device (memory, hard disk), a computing device (CPU), a control device (CPU), and the like, and each means (function) of the present application. ) Is provided with a program to execute.
FIG. 1 is an explanatory diagram of the text recording means of the present invention.
(A) is a case where only one text title is used, and (b) is a case where a plurality of text titles are used.
There are no particular restrictions on the text title, but it is difficult to use it if the length of each story is irregular to add subheadings and abstracts, so the length of each story is fixed, such as serialized novels such as newspapers. Is preferable.
In addition, it goes without saying that there are few problems when the copyright is extinguished at the end or the public domain declaration is made. Of course, it may be adopted as a text title with the permission of the copyright holder.
As in (b), it is also useful to adopt a plurality of text titles and use them appropriately.
When recording text, the text for each episode may be converted into an object and managed by the object RDB (relational database) such as text title, short story, text object, etc., or the text for each episode may be converted into a file and text. It may be managed by a folder file for each title.
図２は、受講者記録手段の説明図である。
本図では、組織名、クラス、生徒ＩＤ＃、生徒氏名で管理している。
説明の便宜上、学校名、クラス名は文字列で表記しているが、実際の記録では、学校名、クラス名ごとにマスターファイルを作り、学校名ＩＤ＃、クラス名ＩＤ＃で管理することが有用である。
学校、クラス名などの階層は、必要に応じて、県別、国別などのように上位階層を設定しても良いし、一学校内に限定するなら組織名は不要となる。
一般から受講者を募る場合は、生徒ＩＤ＃、生徒氏名のみで管理してもよい。 FIG. 2 is an explanatory diagram of the student recording means.
In this figure, it is managed by organization name, class, student ID #, and student name.
For convenience of explanation, the school name and class name are written as character strings, but in the actual record, a master file can be created for each school name and class name and managed by the school name ID # and class name ID #. It is useful.
As for the hierarchy such as school and class name, if necessary, a higher hierarchy may be set such as by prefecture or country, and if it is limited to one school, the organization name is unnecessary.
When recruiting students from the general public, it may be managed only by the student ID # and student name.
本図では、組織名、クラス、生徒ＩＤ＃、生徒氏名で管理している。
説明の便宜上、学校名、クラス名は文字列で表記しているが、実際の記録では、学校名、クラス名ごとにマスターファイルを作り、学校名ＩＤ＃、クラス名ＩＤ＃で管理することが有用である。
学校、クラス名などの階層は、必要に応じて、県別、国別などのように上位階層を設定しても良いし、一学校内に限定するなら組織名は不要となる。
一般から受講者を募る場合は、生徒ＩＤ＃、生徒氏名のみで管理してもよい。 FIG. 2 is an explanatory diagram of the student recording means.
In this figure, it is managed by organization name, class, student ID #, and student name.
For convenience of explanation, the school name and class name are written as character strings, but in the actual record, a master file can be created for each school name and class name and managed by the school name ID # and class name ID #. It is useful.
As for the hierarchy such as school and class name, if necessary, a higher hierarchy may be set such as by prefecture or country, and if it is limited to one school, the organization name is unnecessary.
When recruiting students from the general public, it may be managed only by the student ID # and student name.
図３は、個々の生徒が小話ごとに作成した、当該小話の小見出し、要約文作成記録手段の説明図である。
テキストタイトル、小話ＩＤ＃、生徒ＩＤ＃ごとに、作成された小見出し、要約文を記録している。小見出し、要約文の記録に際しては、小見出し、要約文のテキストをオブジェクト化し、テキストタイトル、小話ＩＤ、生徒ＩＤ、小見出し、要約文のテキストオブジェクトなどのようにオブジェクトＲＤＢ（リレーショナルデータベース）で管理しても良いし、一話ごとの小見出し、要約文のテキストをファイル化し、小話ごとのフォルダーファイルで管理してもよい。
要約文の長さは、予め９０字以上１００字以内などと設定しておき、受け入れ範囲を逸脱した要約文は、警告とともに記録を拒絶することも有用である。説明の便宜上、小話ＩＤ＃、生徒ＩＤ＃は文字列で表記しているが、実際の記録では、小話ＩＤ、生徒名ごとにマスターファイルを作り、小話ＩＤ＃、生徒ＩＤ＃で管理することが有用である。 FIG. 3 is an explanatory diagram of a subheading and a summary sentence creation recording means of the story, which is created by each student for each story.
The created subheadings and abstracts are recorded for each text title, story ID #, and student ID #. When recording subheadings and abstracts, the texts of the subheadings and abstracts can be converted into objects and managed in an object RDB (relational database) such as text titles, story IDs, student IDs, subheadings, and text objects of abstracts. Alternatively, the subheadings and summary texts for each episode may be filed and managed in a folder file for each episode.
It is also useful to set the length of the abstract sentence to 90 characters or more and 100 characters or less in advance, and to reject the record with a warning if the abstract sentence deviates from the acceptance range. For convenience of explanation, the story ID # and student ID # are written as character strings, but in the actual record, a master file can be created for each story ID and student name and managed by the story ID # and student ID #. It is useful.
テキストタイトル、小話ＩＤ＃、生徒ＩＤ＃ごとに、作成された小見出し、要約文を記録している。小見出し、要約文の記録に際しては、小見出し、要約文のテキストをオブジェクト化し、テキストタイトル、小話ＩＤ、生徒ＩＤ、小見出し、要約文のテキストオブジェクトなどのようにオブジェクトＲＤＢ（リレーショナルデータベース）で管理しても良いし、一話ごとの小見出し、要約文のテキストをファイル化し、小話ごとのフォルダーファイルで管理してもよい。
要約文の長さは、予め９０字以上１００字以内などと設定しておき、受け入れ範囲を逸脱した要約文は、警告とともに記録を拒絶することも有用である。説明の便宜上、小話ＩＤ＃、生徒ＩＤ＃は文字列で表記しているが、実際の記録では、小話ＩＤ、生徒名ごとにマスターファイルを作り、小話ＩＤ＃、生徒ＩＤ＃で管理することが有用である。 FIG. 3 is an explanatory diagram of a subheading and a summary sentence creation recording means of the story, which is created by each student for each story.
The created subheadings and abstracts are recorded for each text title, story ID #, and student ID #. When recording subheadings and abstracts, the texts of the subheadings and abstracts can be converted into objects and managed in an object RDB (relational database) such as text titles, story IDs, student IDs, subheadings, and text objects of abstracts. Alternatively, the subheadings and summary texts for each episode may be filed and managed in a folder file for each episode.
It is also useful to set the length of the abstract sentence to 90 characters or more and 100 characters or less in advance, and to reject the record with a warning if the abstract sentence deviates from the acceptance range. For convenience of explanation, the story ID # and student ID # are written as character strings, but in the actual record, a master file can be created for each story ID and student name and managed by the story ID # and student ID #. It is useful.
図４は、他の生徒による小見出し、要約文評価手段の説明図である。
図３で記録された生徒ごと、小話ごとの小見出し、要約文に対して、他の生徒が、小見出し、要約文に対して評価を行う。
図４では1～５の五段階評価としているが、０～１００点などでもよい。評価する生徒は、小見出し、要約文を作成した生徒以外の全員でもよいし、人数が過大であれば、乱数などで抽出した一部の生徒に限定してもよい。これによって評価する生徒の作業量が適正化される。
得られた評価にたいして平均値は不可欠であるが、必要に応じて標準偏差などの統計量、クラス全体の中での評価得点順位なども有用である。
教員の指導資料のみとしてもよいが、小見出し、要約文を作成した生徒本人に通知することで、改善へのインセンティブが得られる。 FIG. 4 is an explanatory diagram of subheadings and summary sentence evaluation means by other students.
Other students evaluate the subheadings and abstracts recorded in FIG. 3 for each student and each story.
In FIG. 4, the evaluation is on a five-point scale of 1 to 5, but 0 to 100 points may be used. The students to be evaluated may be all students other than the students who created the subheadings and abstracts, or if the number of students is excessive, they may be limited to some students extracted by random numbers or the like. This optimizes the workload of the students to be evaluated.
The mean value is indispensable for the obtained evaluation, but if necessary, statistics such as standard deviation and evaluation score ranking in the entire class are also useful.
Although it may be used only as teaching materials for teachers, incentives for improvement can be obtained by notifying the students who created the subheadings and abstracts.
図３で記録された生徒ごと、小話ごとの小見出し、要約文に対して、他の生徒が、小見出し、要約文に対して評価を行う。
図４では1～５の五段階評価としているが、０～１００点などでもよい。評価する生徒は、小見出し、要約文を作成した生徒以外の全員でもよいし、人数が過大であれば、乱数などで抽出した一部の生徒に限定してもよい。これによって評価する生徒の作業量が適正化される。
得られた評価にたいして平均値は不可欠であるが、必要に応じて標準偏差などの統計量、クラス全体の中での評価得点順位なども有用である。
教員の指導資料のみとしてもよいが、小見出し、要約文を作成した生徒本人に通知することで、改善へのインセンティブが得られる。 FIG. 4 is an explanatory diagram of subheadings and summary sentence evaluation means by other students.
Other students evaluate the subheadings and abstracts recorded in FIG. 3 for each student and each story.
In FIG. 4, the evaluation is on a five-point scale of 1 to 5, but 0 to 100 points may be used. The students to be evaluated may be all students other than the students who created the subheadings and abstracts, or if the number of students is excessive, they may be limited to some students extracted by random numbers or the like. This optimizes the workload of the students to be evaluated.
The mean value is indispensable for the obtained evaluation, but if necessary, statistics such as standard deviation and evaluation score ranking in the entire class are also useful.
Although it may be used only as teaching materials for teachers, incentives for improvement can be obtained by notifying the students who created the subheadings and abstracts.
図５は、評価生徒による小見出し、要約文の評価のフィードバック手段の説明図である。
評価した生徒ごとに、評価対象となった小話の小見出し、要約文に対して下した評価と、同じ評価対象に対して他の生徒が下した評価の平均値を併せて表示し、両者の一致度を把握しやすいようにしている。
評価した生徒は、他の生徒の作成した小見出し、要約文を読み、評価する作業を通じて、自らの改善、向上のヒントが得られる。
さらに、自らの評価の妥当性の検証も有用である。
同じ小話の小見出し、要約文に対して他の生徒が行った評価と、自らの評価の一致度や相関を求めることで、一般的な評価基準と自らの評価基準の一致度、相関を把握することができる。
図５では、ある生徒、ある一話についての評価を表示しているが、必要に応じて、当該評価生徒の当該小話に関して他の生徒の小見出し、要約文に対して付与した評価と、前記他の生徒の小見出し、要約文に対して全評価生徒のつけた評価の平均値との相関係数を求めることも有用である。
もし、他の生徒が行った評価が適切と思われない場合は、教師などが別に評価を行い、教師評価と当該生徒の評価との一致度、相関を求めてもよい。 FIG. 5 is an explanatory diagram of feedback means for evaluation of subheadings and abstracts by evaluation students.
For each student who evaluated, the subheadings and abstracts of the stories that were evaluated are displayed together with the average value of the evaluations given by other students for the same evaluation target, and both match. It makes it easy to grasp the degree.
Students who evaluate can get hints for improvement and improvement through the work of reading and evaluating subheadings and abstracts created by other students.
Furthermore, it is also useful to verify the validity of one's own evaluation.
Understand the degree of agreement and correlation between general evaluation criteria and your own evaluation criteria by finding the degree of agreement and correlation between your own evaluation and the evaluations made by other students for the subheadings and abstracts of the same story. be able to.
In FIG. 5, the evaluation of a certain student and a certain story is displayed. If necessary, the evaluation given to the subheadings and abstracts of other students regarding the story of the evaluation student, and the above-mentioned others. It is also useful to find the correlation coefficient with the average value of the evaluations given by all the evaluation students for the subheadings and abstracts of the students.
If the evaluations made by other students do not seem appropriate, the teacher or the like may make a separate evaluation to find the degree of agreement and correlation between the teacher's evaluation and the student's evaluation.
評価した生徒ごとに、評価対象となった小話の小見出し、要約文に対して下した評価と、同じ評価対象に対して他の生徒が下した評価の平均値を併せて表示し、両者の一致度を把握しやすいようにしている。
評価した生徒は、他の生徒の作成した小見出し、要約文を読み、評価する作業を通じて、自らの改善、向上のヒントが得られる。
さらに、自らの評価の妥当性の検証も有用である。
同じ小話の小見出し、要約文に対して他の生徒が行った評価と、自らの評価の一致度や相関を求めることで、一般的な評価基準と自らの評価基準の一致度、相関を把握することができる。
図５では、ある生徒、ある一話についての評価を表示しているが、必要に応じて、当該評価生徒の当該小話に関して他の生徒の小見出し、要約文に対して付与した評価と、前記他の生徒の小見出し、要約文に対して全評価生徒のつけた評価の平均値との相関係数を求めることも有用である。
もし、他の生徒が行った評価が適切と思われない場合は、教師などが別に評価を行い、教師評価と当該生徒の評価との一致度、相関を求めてもよい。 FIG. 5 is an explanatory diagram of feedback means for evaluation of subheadings and abstracts by evaluation students.
For each student who evaluated, the subheadings and abstracts of the stories that were evaluated are displayed together with the average value of the evaluations given by other students for the same evaluation target, and both match. It makes it easy to grasp the degree.
Students who evaluate can get hints for improvement and improvement through the work of reading and evaluating subheadings and abstracts created by other students.
Furthermore, it is also useful to verify the validity of one's own evaluation.
Understand the degree of agreement and correlation between general evaluation criteria and your own evaluation criteria by finding the degree of agreement and correlation between your own evaluation and the evaluations made by other students for the subheadings and abstracts of the same story. be able to.
In FIG. 5, the evaluation of a certain student and a certain story is displayed. If necessary, the evaluation given to the subheadings and abstracts of other students regarding the story of the evaluation student, and the above-mentioned others. It is also useful to find the correlation coefficient with the average value of the evaluations given by all the evaluation students for the subheadings and abstracts of the students.
If the evaluations made by other students do not seem appropriate, the teacher or the like may make a separate evaluation to find the degree of agreement and correlation between the teacher's evaluation and the student's evaluation.
以上、実施例を説明したが、本発明の具体的な構成は前記実施例に限定されるものではなく、発明の要旨を逸脱しない範囲の設計変更等があっても本発明に含まれる。
例えば、テキストタイトル/小話として、連載小説など内容に繋がりのある一連の小話群を例示したが、相互に無関係な小話の集合を用いてもよい。小見出しと要約文についての作成、評価以外に、語句の解説や感想文などの作成/評価を追加してもよい。
Although the examples have been described above, the specific configuration of the present invention is not limited to the above examples, and even if there is a design change or the like within a range that does not deviate from the gist of the invention, the present invention includes the examples.
For example, as a text title / story, a series of stories related to the content such as a serial novel is illustrated, but a set of stories that are unrelated to each other may be used. In addition to the creation and evaluation of subheadings and abstracts, the creation / evaluation of word explanations and impressions may be added.
例えば、テキストタイトル/小話として、連載小説など内容に繋がりのある一連の小話群を例示したが、相互に無関係な小話の集合を用いてもよい。小見出しと要約文についての作成、評価以外に、語句の解説や感想文などの作成/評価を追加してもよい。
Although the examples have been described above, the specific configuration of the present invention is not limited to the above examples, and even if there is a design change or the like within a range that does not deviate from the gist of the invention, the present invention includes the examples.
For example, as a text title / story, a series of stories related to the content such as a serial novel is illustrated, but a set of stories that are unrelated to each other may be used. In addition to the creation and evaluation of subheadings and abstracts, the creation / evaluation of word explanations and impressions may be added.
Claims (8)
- スローリーディング学習システムにおいて、
(ｉ)小見出し、要約文を作成する対象となる小話のテキストを記録するテキスト記録手段と、
(ii)受講者のリストを記録する受講者記録手段と、
(iii)前記受講者ごとに前記小話に対して小見出し、要約文を作成、記録する、小見出し、要約文作成記録手段と、
(iv)前記受講者の作成した小見出し、要約文に対して、他の受講者が評価を行う評価手段と、
(ｖ)前記他の受講者が行った評価の妥当性をフィードバックする評価フィードバック手段を備えたことを特徴とするスローリーディング学習システム。
In the slow reading learning system
(i) Text recording means for recording the text of the story to be created for subheadings and summaries,
(ii) Student recording means for recording a list of students,
(iii) Subheadings and abstracts for each student to create and record subheadings and abstracts, and means for recording subheadings and abstracts.
(iv) Evaluation means for other students to evaluate the subheadings and abstracts created by the students.
(v) A slow reading learning system including an evaluation feedback means for feeding back the validity of evaluations made by the other students.
- 前記評価手段は作成、記録された小見出し、要約文に対して、他の受講者が評価を行い、付与した評価値を記録する小見出し、要約文評価手段を備えたことを特徴とする請求項１記載のスローリーディング学習システム。
Claim 1 is characterized in that the evaluation means is provided with subheadings and summary sentence evaluation means for recording the evaluation value given by another student to evaluate the created and recorded subheadings and summary sentences. Described slow reading learning system.
- 前記テキスト記録手段は、複数のテキストタイトルを記録し、選択可能としたことを特徴とする請求項２記載のスローリーディング学習システム。
The slow reading learning system according to claim 2, wherein the text recording means records a plurality of text titles and makes them selectable.
- 前記小見出し、要約文評価手段は、評価を行う生徒を適宜選択可能としたことを特徴とする請求項２～３いずれか記載のスローリーディング学習システム。
The slow reading learning system according to any one of claims 2 to 3, wherein the subheading and summary sentence evaluation means can appropriately select a student to be evaluated.
- 前記小見出し、要約文評価手段は、前記他の受講者が評価を行い、付与した評価値の平均値を計算可能としたことを特徴とする請求項２～４いずれか記載のスローリーディング学習システム。
The slow reading learning system according to any one of claims 2 to 4, wherein the subheading and summary sentence evaluation means can be evaluated by the other students and the average value of the given evaluation values can be calculated.
- 前記評価フィードバック手段は、小見出し、要約文評価手段において、受講者自身が当該小見出し、要約文に対して行った評価値と、前記他の受講者が評価を行い、付与した評価値の平均値を併せて表示、記録する、評価生徒による小見出し、要約文の評価のフィードバック手段を備えたことを特徴とする請求項２～５いずれか記載のスローリーディング学習システム。
In the subheading / summary sentence evaluation means, the evaluation feedback means calculates the average value of the evaluation values given by the student himself / herself for the subheading / summary sentence and the evaluation values given by the other students. The slow reading learning system according to any one of claims 2 to 5, which is provided with a feedback means for evaluation of a subheading by an evaluation student and an evaluation of a summary sentence, which is also displayed and recorded.
- 前記評価生徒による小見出し、要約文の評価のフィードバック手段は、受講者自身を除く全受講者の各々に関し、当該小話の小見出し、要約文に対して受講者自身が付与した評価と、他の受講者が付与した評価の平均値との間の妥当性を求めることを可能としたことを特徴とする請求項６記載のスローリーディング学習システム。
The feedback means for the evaluation of the subheadings and abstracts by the evaluation students is the evaluation given by the students themselves to the subheadings and abstracts of the story and other students for each of the students except the students themselves. The slow reading learning system according to claim 6, wherein it is possible to obtain a validity with the average value of the evaluations given by.
- 前記小見出し、要約文評価手段は、必要に応じて教師が直接評価を記録することを可能
としたことを特徴とする請求項２～７いずれか記載のスローリーディング学習システム。 The slow reading learning system according to any one of claims 2 to 7, wherein the subheading / summary sentence evaluation means enables the teacher to directly record the evaluation as needed.
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