JPH11143347A - Making question device - Google Patents

Abstract

PROBLEM TO BE SOLVED: To enable selecting optimum learning elements to be learned by selecting an appropriate question corresponding to learning elements out of question data and giving a test. SOLUTION: A learning history data storage section 23 stores correction information of a learner from a result control sub-system 12. A question data storage section 24 stores the text of questions, answers, explanation, an manual for a leader, and an attribute of a question. A question selecting sub-system 14 decides learning elements to be exhibited by the prescribed rule based on the result data of a learner stored in the learning history data storage section 23, learning history data, an attribute of a teaching material structure chart stored in a teaching materials structure chart data storage section 22, and an attribute of a learning element. A question exhibiting sub-system 15 retrieves the question data storage section 24 based on this learning element, decides a question to be exhibited to a learner, retrieved learner data stored in a learner data storage section 21, and outputs it to an output device 4.

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to a test quiz device, and more particularly to an automatic measurement device for a learner's learning state and a question quiz device for making a student learn a non-learning field.

[0002]

2. Description of the Related Art Conventionally, this kind of question selection method includes (1) extraction of mechanical problems from a group of previously stored themes for incorrect answers, and (2) a group of previously stored categories of incorrect answers. (3) Mechanical problem extraction from the group of next questions stored for the correct answer in advance (4) Human problem extraction from the group of themes stored in advance for the correct answer Was.

Japanese Patent Application Laid-Open No. Hei 5-11679 discloses a main storage device, a display device, a printer, data input means for learning questions and the like, a problem-related file stored in the storage device, and a learning result management file. Each question is provided with a question code and a plurality of weakness elements corresponding to the question code. Means for printing out the question sheet and answer sheet, etc., and the answer column of the answer sheet are provided by the means for reading the question code. This is a learning problem creation and learning result processing system including a result processing means for performing analysis. This technique is a method in which, as a result of scoring a unified test, an element to which an erroneous problem belongs is given to each individual as a practice problem as a problem countermeasure task. The questions to be asked at this time are only the questions belonging to the same question category among the question files recorded in the storage device in advance.

Japanese Unexamined Patent Publication No. Hei 8-160850 discloses a problem creating apparatus which processes instructions from input means by a CPU, selects a question stored in a storage means, prints it, etc. A large number of sub-questions divided into questions corresponding to the learning units and items according to the difficulty level, and a large number of related questions are stored, and the attribute values provided for each sub-question and the A problem creating device is described in which a past problem data is combined with the past result data, and a weakness reinforcement problem or a feedback exercise problem as basic learning is given based on the result data. This allows
By presenting not only the type of subquestion that each individual answered incorrectly, but also the question of the item that is the basis of the question that was incorrectly answered, it is possible to reinforce weaknesses by performing iterative learning and basic learning. However, the method of selecting a question is not automated, and it is necessary for a person to select the question.

[0005]

The first problem is that, in the conventional question selection method, a question (hereinafter referred to as a question) in which a learner asks for the same learning element as a learning element that has become an incorrect answer is set (difficulty level). Adjustments).

[0006] The reason is that if the cause of the wrong answer is due to unacquisition of an element that is a subordinate element of the learning element (element that must be acquired to acquire the learning element), The problem with such a subject for the learner (the subject here is to ask the same learning element) is ineffective.

The second problem is that the conventional question selection method is
When the learner correctly answers the learning element that is currently learning and proceeds to the next learning element, the learning problem is randomly (or fixedly) independent of the learner from the next problem group along a predetermined path. That is, extraction is performed based on rules.

The reason is that when a learning element is selected from the next question group along a predetermined route, the learning element that does not need to be learned by the learner (a learning element understood by the student or the learning element Learning factors that are not directly related to the understanding of) may be given, and effective learning may be hindered.

The third problem is that, in the conventional question selection method, when a learner tries to ask a question as a basic element for a question that has been answered incorrectly, the choices are displayed on an output device. Even if presented, the end result is that the user must manually make the selection.

[0010] The reason is that when there are a plurality of elements that are the basis of a question for which a learner has made an incorrect answer, the choice is left to the judgment of the user, and the optimum question cannot always be presented. This requires a user (a teacher or the like) to manually select a learning element or a question, which imposes a heavy burden on the user. Further, in this method, it is difficult for the learner to use and learn by himself.

An object of the present invention is to provide a method for selecting a problem in view of the above-mentioned problems of the prior art. It is possible to select the learning element that goes back to the previous learning element, and to select the higher learning element that can be learned for the question that the learner answered correctly, and rely on the user's judgment when presenting the question An object of the present invention is to provide a test quiz device that can automatically select a question and present it to a learner without any problem.

[0012]

In order to solve the above-mentioned problems, the present invention provides a learner management subsystem, a grade management subsystem, a teaching material structure chart subsystem, a question selection subsystem, and a question presentation subsystem by a program. A data processing device to be executed, a learner data storage unit for storing information such as a learner's name and address, attributes of each learning region to be learned, attributes of a plurality of learning elements included in each learning region, and the like. Teaching material structure chart storage unit for storing, learning history data storage unit for storing learner's right / wrong information, learning history information, etc. and question text, answer, commentary, instructor's manual, question attributes, etc. And a test device including an input device and an output device. Various attributes such as correlations are added to a plurality of learning elements included in, and a learning material structure chart that makes them structurally a database and the past performance of the learner, learning history, etc. are used. The learning state of each learning element in the learning area is quantitatively obtained by calculation from the learner's past learning history, or the learning state of other learning elements is obtained using the correlation between structured learning elements. It is characterized by estimating the learning state of the learning element, automatically selecting the optimal next learning element, selecting the appropriate question corresponding to the learning element from the question data, and giving the test. .

[0013] Further, as a characteristic configuration, the identifier of a plurality of learning elements and their attributes in the learning material structure chart storage unit store upper and lower elements (each of which may be plural) of each learning element. It is stored in a tree structure so that it can be searched. The association between the learning elements has an attribute such as inter-element strength indicating the strength of the association in a plurality of stages, and is used for more accurate automatic selection of higher and lower learning elements.

The question file associated with a specific learning element of the teaching material structure chart and stored in the question data storage unit includes all the elements that are asked by the lower learning elements of the learning element. Have been created.

The question selection subsystem uses the grade management subsystem to select the next learning element based on the learning history of the learner input from the input device. The count is calculated, and the teaching material structure chart storage unit is searched according to a predetermined rule.

In the question presentation subsystem, a question file corresponding to the narrowed learning element searched by the question selection subsystem is searched from the question data storage unit, and automatically laid out and presented to the learner.

[0017]

Next, an embodiment of the present invention will be described in detail with reference to the drawings.

FIG. 1 is a block diagram showing the configuration of the embodiment of the present invention. Referring to FIG. 1, an embodiment of the present invention is a data processing apparatus 1 operating under program control.
A storage device 2 for storing information, an input device 3 such as a keyboard, and an output device 4 such as a display device or a printing device.
including.

The data processing apparatus 1 includes a learner management subsystem 11, a grade management subsystem 12, a teaching material structure chart subsystem 13, and a question selection subsystem 14.
And a question presentation subsystem 15.

The storage device 2 includes a learner data storage unit 21
And a teaching material structure chart storage unit 22, a learning history data storage unit 23, and a question data storage unit 24.

The learner data storage unit 21 can store information on learners who learn using the present embodiment from the learner management subsystem 11. Examples of the learner's information include the learner's name, full name, and address. The learner information stored in the learner data storage unit 21 can be newly registered, updated, and deleted using the learner management subsystem 11.

The teaching material structure chart data storage unit 22 stores, from the teaching material structure chart subsystem 13, the attributes of each learning area (hereinafter referred to as a teaching material structure chart) to be learned using the present embodiment, and a plurality of learning areas included in each learning area. Attributes of elements (hereinafter, learning elements) can be stored.

Examples of the attributes of the teaching material structure chart include the name of the teaching material structure chart, the standard answer time (a measure of the time required for the learner to finish the test created using the teaching material structure chart), The number of consecutive questions (the upper limit of the number of times the same learning element is re-presented in the next test when the learner makes a wrong answer to a certain learning element in the learning material structure chart), For a particular learning element, a question of a certain difficulty is a false answer,
In the case where a question in which the level of difficulty is lowered is correct or unlearned occurs, there is an upper limit on the number of times questions with different degrees of difficulty are presented in the same learning element).

Examples of the attributes of the learning element include a learning element name, a learning element ID (an identifier for uniquely identifying a plurality of learning elements used in the present embodiment), an element learning order, and a higher element I.
D (identifier of a learning element directly above the learning element. Referring to FIG. 3, for example, the higher elements of the learning element 306 are the learning element 308 and the learning element 317), and the strength of the association with the upper element (the learning element The strength of the relationship between the upper-level learning element and the higher-level learning element is expressed in a plurality of stages. Level of understanding of the lower learning element to perform, etc.), reservation of questions (the number of tests until the learning element once presented to the learner is presented again to the same learner), lower element ID
(Identifier of a learning element directly below the learning element.
Referring to FIG. 3, for example, a lower element of the learning element 306 is a learning element 304, an element group ID (a code for grouping and managing the learning elements), and a pass coefficient (to consider that the learning element has been acquired). ), Rejection coefficient (threshold of calculation result for regarding the learning element as unlearned), correlation (relationship between learning elements directly lower than the learning element, AND relation and The relationship between sub-elements that has an OR relationship and that it is necessary to understand all of a plurality of subordinate learning elements in order to understand the learning element is called an AND relation, and only one of the sub-elements is used. Is referred to as an OR relationship).

The learning history data storage unit 23 can store the correct / incorrect information of the learner who is learning using the present embodiment from the performance management subsystem 12. Examples of correct information include correct, incorrect, blank answers, careless mistakes, and the like. In addition, history information that the learner has learned the question from the question selection subsystem 14 can be stored.
Examples of the learning history information include a question ID of a previously-existing question, a learning date, and the like.

The question data storage unit 24 can store a question text, an answer, a commentary, a leader's manual, a question attribute, and the like. An example of a question attribute is Question I
D, element ID (identifies to which element of the teaching material structure chart the question belongs), difficulty level, and the like.

The question selection subsystem 14 includes learner's performance data stored in the learning history data storage 23,
Based on the learning history data, the attributes of the learning material structure chart stored in the learning material structure chart data storage unit 22, the attributes of the learning elements, and the like, the learning element to be presented to the learner is determined in accordance with prescribed rules.

The question presentation subsystem 15 searches the question data storage unit 24 based on the learning elements determined by the question selection subsystem 14 to determine questions to be presented to the learner, and the learner data storage unit 21 Is retrieved and output to the output device 4. Examples of the output form include printing out from a printing apparatus and displaying on a display.

Next, the processing procedure of the embodiment of the present invention will be described with reference to the drawings.

FIG. 2 is a diagram showing an outline of a processing flow of the four-question selection subsystem in the present embodiment.

When a test output instruction is given from the input device 3, the question selection subsystem 14 starts processing, and the first
First, parameter acquisition 201 is performed. There are a method of inputting parameters from the input device 3 and a method of storing parameters in a storage device in advance. In the case of the method of recording in the storage device in advance, in the acquisition 201 of parameters, the teaching material structure chart storage unit 22 is searched to obtain parameter information.

In executing the present system, the main parameters that can be dynamically changed include the following. (1) Number of difficulty drops: When multiple question data are registered for the same learning element, if the question of the difficulty being learned is incorrect, the difficulty level is gradually increased. Specify whether can be lowered. (2) Attenuation rate: Used to calculate the learning factor of a learning element based on past performance data. (Weighting of performance information in time series) (3) Pass coefficient: If the learning degree coefficient exceeds the value set here, the learning element is regarded as passed. (4) Rejection coefficient: If the learning degree coefficient falls below the value set here, the learning requirement is regarded as rejection.

When the parameter acquisition 201 is completed,
The calculation 202 of the learning degree count is performed, and the calculation result is stored in the learning history data storage unit 23.

The learning degree coefficient is a numerical value calculated from past performance data as to how much the learner has learned each learning element in the teaching material structure chart. For example, including this time,
Based on the results of the past three times, the learning degree coefficient is calculated according to a prescribed formula. The number of past products used in the calculation of the learning degree coefficient can be stored in the teaching material structure chart data storage unit 22.

When the learning coefficient is calculated, a learning effect coefficient is calculated for a learning element that is a lower order of the learning element for which the learning coefficient is to be calculated, according to a prescribed calculation formula. To memorize. The lower learning element for which the learning effect coefficient is calculated is not limited to a learning element having a direct lower relation.

FIG. 3 is a diagram showing a tree modeled on the teaching material structure chart used in the present embodiment. Referring to FIG. 3, for example, the lower learning element for calculating the learning effect coefficient when calculating the learning degree coefficient of the learning element 304 is the learning element 30.
3, a learning element 302, and a learning element 301.

When a specific learning element is presented to the learner, the learning material structure chart has a structure in which the presented learning element includes all the factors to be learned by the lower learning element. ing. Therefore, using the concept of the learning effect coefficient, the learning result of the upper learning element is reflected on the lower learning element.

When the calculation 202 of the learning degree count is completed, the estimation 203 of the learned element is performed.

FIGS. 4 to 6 show the upper part in the teaching material structure chart.
It is a figure which shows several examples which modeled the relationship of a lower learning element.

When a certain learning element and its higher-order learning element have a relationship as shown in FIG. 4, it is calculated by a learning-degree coefficient calculation 202 and the degree of learning of the higher-order learning element 402 stored in the learning history data storage unit 23. If the coefficient exceeds the pass coefficient, the learning element 401 estimates that the pass has been completed (hereinafter, pass estimation).

Further, when a certain learning element and its higher learning element have the relationship as shown in FIG.
If the learning degree coefficient of any of the higher learning elements 502, 503, and 504 stored in the learning history data storage unit 23 exceeds the passing coefficient, the learning element 501 performs pass estimation.

When the relationship between a certain learning element and its direct higher-level learning element is as shown in FIG. 5, depending on the pass rate of the higher-level learning element and the inter-element strength, a situation may occur in which it cannot be presumed to be a pass. However, at this stage, the pass status of the upper learning element (the acquisition factor exceeds the pass factor)
From which the acquired learning of the lower learning element is performed. The learning element for which the learned estimation has been performed is excluded from the target of presentation to the learner as a passed learning element.

When the estimation 203 of the learned elements is completed,
A check 204 of the essential elements for passing is performed. The pass-required element is a learning element that requires that the learning degree coefficient always exceeds the combined coefficient in order to complete the teaching material structure chart. Whether or not a certain learning element is a required element is stored in the teaching material structure chart data storage unit 22.

In the check 204 of the required pass element, the learning material structure chart data storage unit 22 is searched, and as a result of the calculation 202 of the learning degree count, an element whose learning degree coefficient does not exceed the passing coefficient (hereinafter, a non-passing learning element). Then, the pass required learning elements are extracted.

When the pass required element check 204 is completed, a minimum pass number check 205 within the pass required element is performed.

In the present embodiment, the required pass elements are grouped (hereinafter, required pass element group), and the minimum pass number in the group (hereinafter, the minimum pass number in the group) is designated.
It can be stored in the teaching material structure chart data storage unit 22. For example, element a, element b,
When there are ten elements, element c, element d, element e, element f, element g, element h, element i, and element j, element a, element b, and element c pass the required element group A, element d, and element e
Is the required pass element group B, the minimum pass number of the pass required element group A is 2, and the minimum pass number of the pass required element group B is 2.

In the case of the above example, the learner acquires the learning area indicated by the teaching material structure chart at the stage where the learner has passed all the two elements of the element of the required element group A and the two elements of the group of the required element B. It is determined that it has been done.

When a learner learns a specific learning area, it becomes possible to specify all the elements in the learning area by designating the required passing elements, grouping the required passing elements, and specifying the minimum number of passing in the group. There is no need to understand, and when it is determined that the minimum knowledge acquisition is sufficient, the learning can be rapidly advanced.

The designation of the required pass elements, the grouping of the pass required elements, and the specification of the minimum pass number in the group are stored in the teaching material structure chart data storage unit 22, so that the specification of the pass required elements is ignored when selecting a question. It is also possible to treat all elements in the teaching material structure chart as mandatory.

When the minimum number of passes in the required learning element group is satisfied, the remaining learning elements need not be particularly studied in the learning of the learning area indicated by the learning material structure chart currently being learned by the learner. It can be judged and not treated as a non-passing learning element.

The above judgment is made in this processing.

Check 205 for the minimum number of passing in the required essential elements
Is completed, the same difficulty continuous question check within the same element 2
07.

In the present embodiment, it is possible to re-present the question of the learning element whose learning degree coefficient is not entangled to the learner without changing the difficulty level.

The upper limit of the number of questions presented with the same degree of difficulty in the same element is set as the number of continuous questions as the teaching material structure chart data storage unit 2.
2 is described above.

In this processing, the upper limit of the number of presentations is checked, and the question corresponding to the difficulty in the learning element is:
Exclude from presentation to learners.

Checking of consecutive questions with the same difficulty within the same element 20
When 7 is completed, check the level of difficulty within the same element 20
Perform Step 8.

In the present embodiment, it is possible to re-present a question corresponding to a learning element whose learning degree coefficient is rejected to a learner with a different degree of difficulty.

If the question is incorrect due to the degree of difficulty currently being learned, a question with a reduced degree of difficulty is presented to the learner to determine whether the answer is incorrect due to the lack of learning of the learning element or the number of times of learning is insufficient. It is possible to determine whether the answer is incorrect (including careless mistake). At this time, the parameter such as how much the difficulty is reduced from the difficulty currently being learned and the question is presented is the difficulty descent number (hereinafter referred to as the difficulty descent number), which is correct in the lower difficulty level. The parameter of how many times the difficulty level is repeated when the difficulty level becomes incorrect again is the number of round trips between the difficulty levels.

In this processing, the difficulty level of the question at the start of learning and the difficulty level of the currently presented question are checked. If the number of difficulty drops and the number of round trips between the difficulty levels exceed the upper limit, the learning level is checked. Elements are excluded from being presented to the learner.

When the in-element in-element difficulty level check 208 is completed, an inter-element reciprocal question check 209 is performed. Referring to FIG. 6, for example, the reciprocal inter-element question refers to the learning element b 602 when the learning degree coefficient of the learning element b 602 is in a rejected state and both the number of continuous questions and the number of reciprocating difficulty exceed the upper limit. Learning element x603 that is a lower order of
Is presented to the learner. Here, when the learning degree coefficient of the learning element x603 exceeds the passing coefficient, the learning element b602, which is the upper element, is presented to the learner again. The repeated question between the learning element b 602 and the learning element x 603 is called an inter-element reciprocation, and the number of reciprocations is called an inter-element reciprocation number. In this processing, the upper limit of the number of round-trip questions between elements (hereinafter, the number of round-trip questions between elements) is checked.

When the reciprocal question check 209 between the elements is completed, a question determination 210 for the upper element is performed.

If there are a plurality of lower learning elements with respect to the upper learning element x, and some of the lower learning elements do not have the proficiency coefficient exceeding the pass coefficient, the pass state of the specific lower learning element is determined. When the upper learning element x is unconditionally presented to the learner, the learner learns the upper learning element with insufficient understanding of the lower learning element. Therefore, in the present embodiment, the learning factor of a specific element exceeds the passing factor,
When it becomes necessary to set the upper learning element of the learning element, the determination 210 of whether the upper learning element can be set is performed mainly using the following conditions. (1) There is no learning element whose learning degree coefficient is lower than the rejection coefficient among the lower learning elements of the learning element which is the subject of the question possibility determination. (2) The learning element which is the subject of the question possibility determination. There must be one or less lower learning elements whose learning degree coefficient exceeds the rejection coefficient and is lower than the passing coefficient. (3) The learning element and the lower learning element that are subject to the questionable judgment If there is a relationship in which the inter-element strength exceeds a specific value, the acquisition coefficient of the lower learning element must always exceed the pass coefficient. No learning factor exists in the lower learning elements of the learning elements (they have not been presented to the learner yet). There are no learning elements that are determined to be unavailable in this process. Exclude from .

When the questionable judgment 210 of the upper element is completed, the pass estimation is reviewed 211.

Here, the pass estimation of the lower learning element performed in the estimation 203 of the learned element is reviewed. As described above, when there is a relationship between the upper learning element n and the lower learning element 1, if the learning estimation from the upper learning element to the lower learning element is performed by focusing on the one-to-one portion of the relationship, The learning history of the upper learning element is not reflected, and the pass estimation becomes inaccurate.

For this reason, in this processing, when the lower learning element having the relationship of the upper learning element n and the lower learning element 1 has received the pass estimation because the learning coefficient of the upper learning element exceeds the pass coefficient, Reviewing the pass estimation 211 performed in the estimation 203 of the learned element mainly using the following conditions 211
And cancel the pass estimation of learning elements that do not meet the following conditions. (1) Acquisition degree coefficients of two or more learning elements among the higher learning elements of the learning elements to be reviewed for the pass estimation exceed the pass coefficient. (2) If there is one learning element whose learning degree coefficient exceeds the passing coefficient among the higher learning elements of the learning elements subject to the pass estimation review, the learning element has the learning degree coefficient in the higher learning elements. It is calculated using the calculation formula of the learning factor coefficient of the learning element that has been presented (has been presented to the learner), and the calculation result exceeds a specific value.

The learning elements for which the pass estimation has been canceled in this process are to be presented to the learner as unaccepted learning elements.

When the pass estimation review 211 is completed, a presentation element determination 212 is performed. Acquisition of parameters 201
Since the learning elements that can be presented to the learner are narrowed down in the process of reviewing the pass estimation from 211, in this processing, the learning element to be presented to the learner is determined from this according to the specified rules. I do. The prescribed rule is, for example, an ascending order of the element acquisition order stored in the learning material structure chart data storage unit 22, an ascending order of the acquisition coefficient stored in the learning history data storage unit 23, and the like.

When the presentation element determination 212 is completed, a presentation question determination 213 is performed. In this process, the question IDs of the questions corresponding to the plurality of learning elements determined in the presentation element determination 212 are searched from the question data storage unit 24 in accordance with prescribed rules, and the search results are stored in the learning history data storage unit 23. Remember. The prescribed rule is that a learner based on the question ID of an already-existing question stored in the learning history data storage unit 23 excludes a question already learned, and randomly selects from the remaining question groups. It is.

When the process 213 for determining the question to be presented is completed, the process proceeds from the question selection subsystem 14 to the question presentation subsystem 15.

In the question presentation subsystem 15, first, the question ID of the question to be set from the learning history data storage unit 23 is set.
, And a question body file corresponding to the question ID,
The answer file, the commentary file, the instructor's manual file, and the like are searched from the question data storage unit 24. The retrieved files are automatically laid out according to prescribed rules and output to the output device 4. The prescribed rule for performing the layout is, for example, that a page break is performed at an appropriate position so that a margin does not become an inappropriate size when printing is performed from a printing device. (For example, learner's name, etc.) and output it to a prescribed position. Answer columns corresponding to large questions and small questions included in each question text retrieved from the question data storage unit 24 are appropriately arranged. And output.

[0071]

As described above, according to the test questioning apparatus of the present invention, the use of the teaching material structure chart allows the test question device to obtain the same learning element and the related learning elements based on the learning state. The most appropriate learning element to be learned next can be selected from the difficulty class, the different difficulty class, the lower learning element, the upper learning element, and the like.

Further, based on the learning state of the upper learning element, the learning state can be estimated for the unanswered one of the lower and related learning elements. As a result, it is possible to prevent an inefficient question from being presented to the learner, such as continuously giving questions that do not understand the solution.

In addition, a question including a learning element that is a subordinate of a question that has been automatically answered incorrectly to the learner, and if necessary (if the number of presentations to the learner in the past is small and the By being able to present a theme or the like (when it is not possible to judge), it is possible to prevent the selection of questions to be presented to the learner from being influenced by differences in the user's skills and instruction policies. Since the selection of the question does not require the user's judgment, the learner can also perform self-study using the present invention.

[Brief description of the drawings]

FIG. 1 is a block diagram showing a configuration of an embodiment of the present invention.

FIG. 2 is a diagram showing an outline of a processing flow of a four-question selection subsystem in the embodiment;

FIG. 3 is a tree that models a teaching material structure chart used in the present embodiment.

FIG. 4 is a diagram modeling the relationship between upper and lower learning elements in a teaching material structure chart;

FIG. 5 is a diagram modeling the relationship between upper and lower learning elements in a teaching material structure chart;

FIG. 6 is a diagram modeling the relationship between upper and lower learning elements in the teaching material structure chart;

[Explanation of symbols]

 REFERENCE SIGNS LIST 1 data processing device 2 storage device 3 input device 4 output device 11 learner management subsystem 12 performance management subsystem 13 teaching material structure chart subsystem 14 question selection subsystem 15 question presentation subsystem 21 learner data storage unit 22 teaching material Structure chart storage unit 23 Learning history data storage unit 24 Question data storage units 401 to 605 Learning elements

 ──────────────────────────────────────────────────の Continuing from the front page (72) Inventor Mitsuhiro Konno 2-3-11 Hachiman, Ichikawa-shi, Chiba Pref.

Claims (6)

[Claims] 1. A data processing device for executing a learner management subsystem, a grade management subsystem, a teaching material structure chart subsystem, a question selection subsystem and a question presentation subsystem by a program, and a learner's name, address, A learner data storage unit for storing information such as learning information, an attribute of each learning area to be learned, a learning material structure chart storage unit for storing attributes of a plurality of learning elements included in each learning area, and correctness of a learner. A storage device having a learning history data storage unit for storing information, learning history information, and the like, and a question data storage unit for storing question texts, answers, explanations, instructor manuals, question attributes, and the like, and an input device And an output device, comprising: a plurality of learning elements included in a learning area in which a learner learns; Using the learning material structure chart which added various attributes and structured them into a database and the learner's past performance and learning history, etc., the learning element of each learning element in the learning area was obtained from the learner's past learning history. The learning state is calculated quantitatively by calculation, and the learning state of the learning element is estimated from the learning state of other learning elements by using the correlation between structured learning elements. Automatically selecting a question, selecting an appropriate question corresponding to the learning element from the question data, and giving a test. 2. The attribute value of the learning element according to claim 1, wherein the learning element name, learning element ID, element learning order, upper element ID, strength and type of association with the upper element, lower element I
D, an element group ID, a pass coefficient that is a calculation threshold value for considering the learning element as learned, a rejection coefficient that is a calculation threshold value for considering the learning element as unlearned, A test questioning device comprising a correlation or the like representing a relationship between learning elements directly lower than the learning elements. 3. The teaching material structure chart according to claim 1 uses a teaching material structure chart name, a subject field, a subject area, learning elements included in the teaching material structure chart, their various attribute values, and a teaching material structure chart. The standard answer time required for the learner to finish the given test, and the same learning element in the next test when the learner gives a wrong answer for a certain learning element in the learning material structure chart. The number of consecutive questions that is the upper limit of the number of times that re-presentation is given, and in a specific learning element, a question with a certain difficulty level is incorrect, but a question with a lower difficulty level is the same when there is a correct answer or no learning. A test questioning device comprising a number of reciprocations between difficulties, which is an upper limit of the number of times questions with different degrees of difficulty are presented as learning elements. 4. The learning history according to claim 1, wherein the learning history includes a question ID of an existing question, a learning date, a correct answer, an incorrect answer, a blank answer, a careless mistake, etc. for the existing question of the learner. Test quiz device. 5. The test questioning device according to claim 1, wherein the question data comprises a question text, an answer, a commentary, a manual for an instructor, and a question attribute. 6. The test according to claim 5, wherein the question attribute comprises a question ID, an element ID indicating which learning element corresponds to which learning element in which teaching material structure chart, a difficulty level, and the like. Questioning device.