Learning manager management providing method and platform based on consciousness integration map based on cognitive science theory

Abstract

To provide a learning manager management providing method and a platform based on a consciousness integration map based on cognitive science theory.SOLUTION: A learning manager management providing method performed by a management server based on a server-client system online includes: an integrated map confirmation step of performing reverse engineering of a psychological characteristic factor according to a student type and confirming an integrated map of a multi-layer platform formed based on cognitive science theory; a guide formulation step of reconfiguring a psychological characteristic test based on the integrated map and providing the reconfigured psychological characteristic test to a manager terminal of a learning manager, and analyzing the psychological characteristic test when a result of the psychological characteristic test for a subject is received from the manager terminal to visually intuitively form a management guide according to connectivity of psychological characteristic factors; and a learning management providing step of providing the formulated management guide to the manager terminal of the learning manager.SELECTED DRAWING: Figure 1

Description

[Technical Field]

[0001] The present invention relates to a learning manager management method and platform based on a consciousness integration map based on cognitive science theory, and more specifically, to a learning manager who manages learners such as students, capable of providing a management method optimized for each learner.

[0002] In particular, the present invention relates to a learning management service providing method and platform based on a consciousness integration map based on cognitive science theory, which can provide learning management services with a consistent level of quality by typing the individual characteristics of learners through pattern analysis of measured values ​​of psychological factors and presenting a management method that reflects neuroscience elements. [Background technology]

[0003] The traditional educational method used in schools and cram schools involves one teacher or lecturer teaching a large number of students with the goal of helping them acquire subject knowledge. This means that learning is not optimized for each student, and there is a problem in that it simply focuses on memorization ability.

[0004] To solve these problems, a system has been introduced in which a learning manager matches each learner one-on-one and provides direct instruction and learning support. This system has primarily been implemented as a self-directed learning management system in which a learning manager is assigned to each learner, stimulates the learner's motivation to learn online or offline, and allows them to design and execute their own learning process.

[0005] However, these 1:1 matching learning management methods have the disadvantage that they cannot provide the best service optimized for the learner, as they are entirely dependent on the personal abilities and experience of the learning manager.

[0006] Specifically, in order to provide learning manager services by matching learners (such as students) with managers on a one-to-one basis, the learning manager must have the following capabilities:

[0007] First, humanities knowledge is required to broaden students' thinking; second, empathy and communication skills necessary for interpersonal relationships; third, subject knowledge; fourth, learning methods and teaching skills to teach that subject knowledge; fifth, understanding and management skills for the service as a whole; and sixth, a holistic understanding of humans based on human psychology, stages of growth and development, and cognitive science learning mechanisms.

[0008] Recently, efforts have been made to standardize learning management methods and provide the same quality of service to a diverse range of learners.

[0009] The following prior art document, Korean Patent Publication No. 10-2024-0006317, "Apparatus and method for managing map-based knowledge-linked educational content" (hereinafter referred to as "prior art"), links educational content from various fields from lower concepts to higher concepts to create a learning map, and uses this to provide learners with the educational content they need, allowing them to study on their own initiative.

[0010] However, the prior art merely searches for and provides the necessary educational content to learners (students), and does not at all take into consideration the six required abilities of learning managers mentioned above or the mental abilities of learners.

[0011] In other words, even if a method similar to that of the prior art is applied to a management system by learning managers, the relationship between the learning manager and the learner is in the realm of human thought, that is, it involves neuroscientific elements, and there is a problem that it is quite difficult for each learning manager to become proficient. Summary of the Invention [Problem to be solved by the invention]

[0012] In order to solve the above problems, the present invention aims to provide a learning manager management method and platform based on a consciousness integration map based on cognitive science theory, which can provide a learning manager who manages learners such as students with an optimized management method for each learner.

[0013] In particular, the present invention aims to provide a learning management service and platform based on a consciousness integration map based on cognitive science theory, which can provide a learning management service with a certain level of uniform quality by typing the individual characteristics of learners through pattern analysis of measured values ​​of psychological factors and presenting a management method that reflects neuroscience elements.

[0014] Specifically, the present invention aims to provide a learning manager management method and platform based on a consciousness integrated map based on cognitive science theory, which provides an integrated map that collects and organizes information on all matters that may affect a student's learning from various angles, in order to provide basic data for a new, customized learning management concept that manages a student's mental state / learning state / learning environment, and based on this, can provide an optimized management guide for the learner. [Means for solving the problem]

[0015] In order to achieve the above-mentioned objectives, the method for providing learning manager management based on a consciousness integration map based on cognitive science theory according to the present invention is a method for providing learning manager management executed by a management server based on an online server-client system, and includes an integration map confirmation step of reverse engineering psychological trait factors for each student type and confirming an integration map of a multi-layer platform diagrammed based on cognitive science theory; a guide diagramming step of reconstructing a psychological trait test based on the integration map and providing it to a manager terminal of a learning manager, and when the manager terminal receives the results of the psychological trait test for the testee, analyzing the psychological trait test and visually intuiting and diagramming a management guide based on the connectivity of psychological trait factors; and a learning management provision step of providing the diagrammed management guide to the manager terminal of the learning manager.

[0016] In addition, the integrated map can be created through a psychological characteristic factor extraction step of extracting psychological characteristic factors for learning from a target student group; a psychological characteristic factor grouping step of clustering the psychological characteristic factors and grouping them into type groups; a methodology definition step of defining a management methodology for each type group; an inductive enumeration step of inductively enumerating the psychological characteristic factors by assigning weights to measured values ​​for each type group; and an integrated map construction step of constructing an integrated map based on the associations created by the inductive enumeration for each type group.

[0017] The step of checking the integrated map may include a step of visualizing and reconstructing the map for each type group according to psychological characteristics factors for each type group.

[0018] The guide diagramming step may include a characteristic factor variable definition step of defining characteristic factor variables for each psychological characteristic factor of the type group; a characteristic factor variable mapping step of mapping the characteristic factor variables to a map for each type group; and a psychological characteristic test reconfiguration step of reconfiguring a psychological characteristic test for measuring psychological characteristic factors based on the map for each type group.

[0019] The guide diagramming step may include a type determination step of determining a type based on measured values ​​for each psychological trait factor based on the results of the psychological trait test reconstructed in the psychological trait test reconstruction step; a type group map calling step of calling a type group map corresponding to the type determined in the type determination step; a connectivity confirmation step of checking the connectivity for each psychological trait factor in the type group map; an improvement item selection step of selecting improvement items for the testee based on the connectivity for each psychological trait factor; and an improvement item diagramming step of visually intuiting and diagramming the improvement items.

[0020] The learning management provision step may include a first-stage guide provision step of providing a management guide for a specific type; and a second-stage guide provision step of providing a management guide for other types in combination after assuming that the condition of the specific type has been improved.

[0021] In addition, the learning manager management platform based on the consciousness integration map based on cognitive science theory according to the present invention is a learning manager management platform installed in a management server based on an online server-client system, and includes an integration map block including: a first layer including core consciousness items classified based on human instinctive behavior mechanisms corresponding to the biological level; a second layer including self-consciousness classified based on the emotional system and cognitive system based on the human language system; a third layer including behavioral pattern items of experiential characteristics classified according to human personality and values; a fourth layer including metacognitive items that recognize the flow of human thought; and a fifth layer including social ego items classified according to the expansion and harmony of the ego; and a learning management provision block that works in conjunction with the integration map block to provide the learning manager with a learning management guide corresponding to the type of target student based on the hierarchical integration map.

[0022] The second layer may also include an intelligence center area that interprets the first layer, clarifies its meaning, determines whether it is acceptable, and constructs an abstract, verbalized self-consciousness to form the second layer.

[0023] The third layer may also include a role performance module map area that assumes and interprets the most important roles among those assigned to an individual; an interaction module map area that interprets the individual's attitude corresponding to the role performance module and interpersonal relationships in the role performance module map area; a self-characteristic module map area that interprets the process in which the interaction module in the interaction module map area repeats in response to the external world; and an initiative module map area that compares the current situation with a goal in the self-characteristic module map area and confirms role tasks for the goal.

[0024] The third layer may also include an intelligence center area that determines role proficiency in the role performance module map area.

[0025] The third layer may also include an intelligence center area that determines the influence on the chain reaction between each element in the interaction module map area.

[0026] The third layer may also include an intelligence center area that determines the expression pattern of each element of the characteristic module map area and the enterprising module map area.

[0027] In addition, the fourth layer is activated in the intelligence center area and determines the level of advancement of the intelligence center area in a recursive manner, and can determine the level of improvement for elements of the areas included in the third layer.

[0028] The fourth layer may also include an ego identity domain that recognizes one's identity based on the role tasks and social ties. [Effects of the Invention]

[0029] By using the above-described solution, the present invention has an advantage of being able to provide a learning manager who manages learners such as students with a management method that is optimized for each learner.

[0030] In particular, the present invention has the advantage of being able to provide a learning management service with a consistent level of quality by typing the individual characteristics of learners through pattern analysis of measured values ​​for psychological factors and presenting a management method that reflects neuroscience elements.

[0031] Specifically, the present invention has the advantage of providing an integrated map that collects and organizes information on all matters that may affect a student's learning from multiple angles, in order to provide basic materials for customized learning management based on a new concept of managing a student's mental state / learning state / learning environment, and based on this, it can provide an optimized management guide for the learner.

[0032] As a result, the learning management of the present invention is not simply for providing students with knowledge and supporting their learning, but has the advantage of helping students to have clear goals and motivation for the future, helping them to study with effective study methods and plans that are psychologically optimized for them, and providing a comfortable study environment free from distractions.

[0033] In addition, in order to effectively carry out customized learning management, the present invention has the advantage of collecting all information related to psychological factors that may affect the learning of target students (learners) from various angles, comprehensively analyzing and diagnosing this information, and providing an optimized management guide, thereby enabling learning managers to make objective and accurate judgments about factors that may affect the learning of target students.

[0034] Furthermore, the present invention has the advantage of being able to provide an evolving management guide that actively reflects rapidly changing environmental factors through continuous updates by updating the integrated map and psychological test based on feedback of assessed data.

[0035] Therefore, it will be possible to improve credibility and competitiveness in the fields of learning and learning management, especially in the field of customized learning management services where learners and learning managers are matched one-to-one, as well as in similar or related fields. [Brief explanation of the drawings]

[0036] [Figure 1] FIG. 1 is a flowchart showing an embodiment of a learning manager management providing method according to the present invention. [Figure 2] FIG. 2 is a flow chart illustrating one embodiment of a method for creating an integrated map that is applied to FIG. [Figure 3] FIG. 3 is a flowchart showing a specific embodiment of steps "S100" and "S200" of FIG. [Figure 4]FIG. 4 is a flowchart showing another specific embodiment of step "S200" of FIG. [Figure 5] FIG. 5 is a flowchart showing a specific embodiment of step "S300" of FIG. [Figure 6] FIG. 6 is a block diagram showing an embodiment of a system to which the learning manager management platform according to the present invention is applied. [Figure 7] FIG. 7 is a block diagram showing an embodiment of a learning manager management platform according to the present invention. [Figure 8] FIG. 8 is a diagram showing an embodiment of type-specific features and management flows according to the present invention. [Figure 9] FIG. 9 is a diagram showing an embodiment of type-specific features and management flows according to the present invention. [Figure 10] FIG. 10 is a diagram showing an embodiment of type-specific features and management flows according to the present invention. [Figure 11] FIG. 11 is a diagram showing an embodiment of type-specific features and management flows according to the present invention. [Figure 12] FIG. 12 is a diagram showing an embodiment of type-specific features and management flows according to the present invention. [Figure 13] FIG. 13 is a diagram showing an embodiment of type-specific features and management flows according to the present invention. [Figure 14] FIG. 14 is a diagram showing an embodiment of type-specific features and management flows according to the present invention. [Figure 15] FIG. 15 is a diagram showing an embodiment of type-specific features and management flows according to the present invention. [Figure 16] FIG. 16 is a diagram showing an embodiment of type-specific features and management flows according to the present invention. [Figure 17] FIG. 17 is a block diagram showing a specific example of the integrated map applied to FIG. [Figure 18] FIG. 18 is a diagram illustrating FIG. 17 in more detail. [Figure 19] FIG. 19 is a diagram showing an embodiment of a process for reconstructing a psychological trait test based on FIGS. 8 to 18 and intuitively managing the management method. [Figure 20] FIG. 20 is a diagram showing an embodiment of a process for reconstructing a psychological trait test based on FIGS. 8 to 18 and intuitively managing the management method. [Figure 21] FIG. 21 is a diagram showing an embodiment of a learning management guide according to the present invention. [Figure 22] FIG. 22 is a diagram showing an embodiment of a learning management guide according to the present invention. [Figure 23] FIG. 23 is a diagram showing an embodiment of a learning management guide according to the present invention. [Figure 24] FIG. 24 is a diagram showing an embodiment of a guide by type based on FIG. [Figure 25] FIG. 25 is a diagram showing an embodiment of a guide by type based on FIG. [Figure 26] FIG. 26 is a diagram showing an embodiment of a guide by type based on FIG. DETAILED DESCRIPTION OF THE INVENTION

[0037] The learning manager management providing method and platform based on the consciousness integration map based on the cognitive science theory according to the present invention can be applied in various ways, and the most preferred embodiment will be described below with reference to the accompanying drawings.

[0038] First, the method and platform for providing learning manager management based on a consciousness integration map based on cognitive science theory of the present invention can be operated on a server / client system on the Internet, and the configuration for executing the method can be any of fixed computing devices such as a desktop, workstation, or server, or any of mobile computing devices such as a smartphone, laptop, tablet, phablet, portable multimedia player (PMP), personal digital assistant (PDA), or e-book reader.

[0039] In addition, the method and platform for providing learning manager management based on the consciousness integration map based on the cognitive science theory of the present invention can be executed in at least one of the server and client configurations in a server / client system, and the process of the method can be divided and distributed according to the operation method while the at least two configurations are linked. In this case, it goes without saying that the client can include not only a user terminal used by a user, but also an administrator terminal excluding the server.

[0040] In addition, unless otherwise defined, technical terms used in the process of describing the present invention should be interpreted as meanings that are commonly understood by a person having ordinary knowledge in the technical field to which the present invention belongs, and it goes without saying that they should not be interpreted in an overly comprehensive or overly narrow sense.

[0041] Furthermore, if the technical terms used in describing the present invention are incorrect terms that do not accurately express the idea of ​​the present invention, they should be replaced with technical terms that can be correctly understood by a person skilled in the art.

[0042] Furthermore, general terms used in the present invention should be interpreted as defined in the dictionary or according to the context, and should not be interpreted in an excessively narrow sense.

[0043] Furthermore, singular expressions used in describing the present invention can include plural expressions unless the context clearly indicates otherwise.

[0044] Furthermore, terms such as "comprise" should not be interpreted as necessarily including all of a plurality of components or a plurality of steps, but should be interpreted as meaning that some of the components or steps may not be included, or that additional components or steps may be further included.

[0045] Furthermore, terms including ordinal numbers such as "first" and "second" may be used to describe various components, but the components should not be limited by the terms, and the terms are naturally used only to distinguish one component from another.

[0046] For example, a first component could be termed a second component, and similarly, a second component could be termed a first component, without departing from the scope of the present invention.

[0047] In the following description of the present invention with reference to the accompanying drawings, the same or similar components are designated by the same reference numerals and redundant description thereof will be omitted.

[0048] Furthermore, when describing the present invention, if it is determined that a detailed description of related publicly known technology may obscure the gist of the present invention, the detailed description may be omitted.

[0049] Furthermore, the attached drawings are intended to facilitate understanding of the concept of the present invention, and the attached drawings should not be construed as limiting the concept of the present invention, and the concept of the present invention should be construed as extending to all modifications, equivalents, or alternatives other than those shown in the attached drawings.

[0050] FIG. 1 is a flowchart showing an embodiment of a learning manager management providing method according to the present invention.

[0051] Referring to FIG. 1, the learning manager management providing method includes an integrated map checking step (S100), a guide diagramming step (S200), and a learning management providing step (S300).

[0052] First, the learning manager management providing method of the present invention is based on an online server-client system, and can be performed by a management server linked to a manager terminal, which is a client.

[0053] The integrated map confirmation stage (S100) is the process of confirming the integrated map of the multi-layered platform. The integrated map is diagrammed based on cognitive science theory by reverse engineering the psychological characteristics factors of each student type (16 major characteristics factors for each type).

[0054] For example, the 16 types of students include Type 1, the highest type boasting exceptional abilities in all areas, Type 2, the exemplary type, Type 3, the cram school-centered type, Type 4, the puppet type, Type 5, the good at negotiating, Type 6, the vain type, Type 7, the outsider type, Type 8, the picky type, Type 9, the glass ball type with a weak mentality, Type 10, the busybody type who likes to interfere, Type 11, the honest type, Type 11, the study room boss type who is honest but does not produce sufficient results, Type 12, the sensitive type, Type 14, who is interested in things other than studying, Type 15, the maniac type who is absorbed in a specific field such as games, and Type 16, the insensitive type who has a low reaction to surrounding situations.

[0055] After identifying and analyzing the psychological characteristics of these 16 types, an integrated map can be created based on scientific knowledge, and the integrated map can be stored on a specific storage medium or provided via a network.

[0056] Therefore, the integration map confirmation step (S100) can call up an integration map of the multi-layered platform stored in a specific storage medium or downloaded via a network, which will be described in more detail below.

[0057] The guide diagramming step (S200) is a process of visually intuiting and diagramming the management guide for the learner based on the above-mentioned integrated map.

[0058] Specifically, the management server reconstructs the psychological trait test for the target student (learner) and provides it to the manager terminal of the learning manager.

[0059] As a result, the learning manager can either show the reconstructed psychological trait test sent to the manager terminal directly to the learner and proceed with the psychological trait test, or transmit the reconstructed psychological trait test to the user terminal of the learner and proceed with the psychological trait test.

[0060] Thereafter, the learning manager can transmit the results of the psychological trait test transmitted from the user terminal or the results of the psychological trait test performed on the manager terminal to the management server.

[0061] When the management server receives the results of the psychological trait test for the test subject from the manager terminal, it can analyze the psychological trait test and visually intuitively diagram a management guide according to the connectivity of the psychological trait factors, and can diagram a management guide for the learner based on the integrated map described above.

[0062] The learning management provision step (S300) is a process in which the management server provides the diagrammed management guide to the manager terminal of the learning manager, and the learning manager can directly educate the relevant learner or support the learner's learning according to the provided management guide.

[0063] FIG. 2 is a flow chart illustrating one embodiment of a method for creating an integrated map that is applied to FIG.

[0064] Referring to FIG. 2, the integrated map may include a psychological characteristic factor extraction step (S10), a psychological characteristic factor grouping step (S20), a methodology definition step (S30), an inductive enumeration step (S40), and an integrated map construction step (S50).

[0065] The psychological trait factor extraction step (S10) is a process of extracting psychological trait factors for learning from a target student group. The target student group refers to students included in criteria such as age, gender, and region, including the target students (learners), and can include students selected overall or by sampling.

[0066] The psychological trait factor extraction step (S10) involves administering a basic psychological trait test to the target student group, extracting psychological trait factors according to the test results, and confirming the measurement values ​​of the main psychological factors.

[0067] The psychological trait factor grouping step (S20) is a process of clustering psychological trait factors and grouping them into type groups. Similar group traits can be defined and grouped by analyzing the measurement pattern of the previously identified major psychological factors.

[0068] For example, type groups can be defined as the 16 types mentioned above, and more specifically, the characteristics of each type can be defined as shown in Figures 8, 11, and 14, and the relationship with psychological factors can be defined as shown in Figures 9, 12, and 15.

[0069] The methodology definition stage (S30) is the process of defining a management methodology for each type group. Specifically, for the types defined as shown in Figures 8, 11, and 14, type-specific management flows can be defined as shown in Figures 10, 13, and 16, respectively.

[0070] The inductive enumeration stage (S40) is a process of inductively enumerating psychological trait factors by assigning weights to the measured values ​​for each type group. Specifically, the psychological trait factors of each student are generalized, and their relationships can be represented in a tree structure, which is a visual diagram as shown in Figures 9, 12, and 15.

[0071] The integrated map construction step (S50) is a process of constructing an integrated map based on the relevance of inductive enumeration by type group. Specifically, an integrated map of a multi-layered platform such as that shown in Figures 17 and 18 can be constructed by taking into consideration the generalization and relevance of the psychological trait factors of the 16 types mentioned above.

[0072] FIG. 3 is a flowchart showing a specific embodiment of steps "S100" and "S200" of FIG.

[0073] Referring to FIG. 3, the integrated map confirmation step (S100) may include an integrated map reconstruction step (S110) of visualizing and reconstructing maps for each type group according to psychological characteristics factors for each type group.

[0074] For example, type group maps based on psychological characteristic factors for each type group can be visualized and reconstructed as shown in FIGS.

[0075] Thereafter, the guide diagramming step (S200) can execute a characteristic factor variable matching step (S210), a characteristic factor variable mapping step (S220), and a psychological characteristic test reconstruction step (S230).

[0076] For example, as shown on the left side of FIG. 19, trait factor variables are defined for each psychological trait factor of a type group (S210), and as shown in the center of FIG. 19, the trait factor variables are mapped to the defined map for each type group through the integrated map reconstruction step (S110). After that, as shown on the right side of FIG. 19, a psychological trait test for measuring psychological trait factors can be reconstructed based on the map for each type group.

[0077] FIG. 4 is a flowchart showing another specific embodiment of step "S200" of FIG.

[0078] Referring to FIG. 4, the guide diagramming step (S200) may further include a type determination step (S240), a type group map calling step (S250), a connectivity confirmation step (S260), an improvement item selection step (S270), and an improvement item diagramming step (S280).

[0079] For example, as shown on the left side of FIG. 20, a type is determined based on the measurement values ​​for each psychological trait factor based on the results of the psychological trait test reconstructed in the psychological trait test reconstruction step (S230) (S240). As shown on the right side of FIG. 20, after calling up a type group map corresponding to the type determined in the type determination step (S240) (S250), the connectivity of each psychological trait factor in the type group map called up through the type tree structure can be confirmed (S260).

[0080] Thereafter, improvement items for the subject are selected based on the connectivity of each psychological characteristic factor (S270), and the improvement items can be visually visualized and diagrammed (S280).

[0081] FIG. 5 is a flowchart showing a specific embodiment of step "S300" of FIG.

[0082] Referring to FIG. 5, the learning management providing step (S300) includes a first stage guide providing step (S310) and a second stage guide providing step (S320).

[0083] For example, as shown in FIG. 21, a tree structure for a specific type is checked, a corresponding type group map is called, and then one management guide for the type can be provided (S310).

[0084] Then, assuming that the condition of the type (the learner's psychological state) has been improved by one management guide provided, a management guide for another related type can be provided in combination (S320), as shown in Figure 22.

[0085] In the following, we will examine a system in which the method illustrated in Figures 1 to 6 is implemented.

[0086] FIG. 6 is a block diagram showing an embodiment of a system to which a learning manager management platform according to the present invention is applied, and FIG. 7 is a block diagram showing an embodiment of a learning manager management platform according to the present invention.

[0087] Referring to Figure 6, the learning manager management platform (100) can be installed in a management server (S) based on an online server-client system, and the client can include a manager terminal (C) used by the learning manager.

[0088] Referring to FIG. 7, the learning manager management platform (100) may include an integrated map block (110) including the first layer (111) to the fifth layer (115), and a learning management providing block (120) that is linked to the integrated map block (110) and provides the learning manager with a learning management guide corresponding to the type of target student (learner) based on the hierarchical integrated map.

[0089] Referring to FIGS. 17 and 18, each layer of the integrated map block 110 is as follows.

[0090] The first layer (111) is a layer containing core consciousness items classified based on the mechanisms of human instinctive behavior corresponding to the biological level, and can include items related to instinctive behavior by sensing the world of representations reinterpreted by the sensory nervous system and precognitive system (a combination of past experiences and emotional sensations).

[0091] The second layer (112) is a layer that includes self-consciousness items classified based on the emotional and cognitive systems that are based on the human language system, and can include items related to self-consciousness, which recognizes that one is a unique entity independent of other worlds and individuals.

[0092] The third layer (113) is a layer that includes behavioral items of experiential characteristics classified according to human personality and values, and can include items related to personal characteristics accumulated through life experiences lived while responding to the external world through abstract, verbalized self-consciousness.

[0093] For example, the third layer (113) may include a role performance module map area (the first area from the left in the Level 3 area in Figure 18, the Level 3-1 area) that assumes and interprets the most important roles among the roles assigned to an individual, an interaction module map area (the second area from the left in the Level 3 area in Figure 18, the Level 3-2 area) that analyzes the individual's attitude corresponding to the role performance module and interpersonal relationships in the role performance module map area, a self-characteristic module map area (the third area from the left in the Level 3 area in Figure 18, the Level 3-3 area) that analyzes the repeated process in which the interaction module in the interaction module map area responds to the external world, and an enterprising module map area (the fourth area from the left in the Level 3 area in Figure 18) that compares the current situation with the goal in the self-characteristic module map area and confirms the role tasks for the goal.

[0094] The fourth stratum (114) is a stratum containing metacognitive items that recognize the flow of human thought, and can contain items related to the objective viewing and judgment of the real self by another self, i.e., the higher self, that looks at the real self.

[0095] The fifth level (115) includes social ego items classified according to ego expansion and harmony, and includes items related to growth as a subject who takes the initiative in designing one's own life and moving toward one's goals after successfully mastering the processes from levels 1 to 4.

[0096] Referring to FIG. 18, the integrated map may include an intelligence center area, and the intelligence center area may be linked to the second layer (112), the third layer (113), and the fourth layer (114).

[0097] For example, the second layer (112) can interpret the first layer (112) through the intelligence center area, clarify its meaning, decide whether to accept it or not, and form an abstract, verbalized self-consciousness to form the second layer (112).

[0098] Also, the third layer (113) can determine the role proficiency in the role performance module map area through the intelligence center area.

[0099] Furthermore, the third layer (113) can determine the influence on the chain reaction between each element in the interaction module map area through the intelligence center area.

[0100] In addition, the third layer (113) can determine the manifestation of each element in the self-characteristic module map area and the enterprising module map area through the intelligence center area.

[0101] Furthermore, the fourth layer (114) is activated as the highest expression state of the intelligence center area, which recursively determines the advancement of the intelligence center area and can determine the level improvement of all other area elements of the third layer (113).

[0102] Additionally, the fourth layer (114) of the integration map may include an ego identity domain that recognizes ego identity through role tasks and social ties.

[0103] The learning management provision block (120) linked to the thus configured integrated map block (110) can provide the learning manager with a learning management guide corresponding to the type of target student (learner) based on the hierarchical integrated map as shown in Figure 14, using the methods shown in Figures 1 to 5.

[0104] The specific embodiment described above will now be examined in more detail.

[0105] 8 to 16 are diagrams showing examples of type-specific features and management flows according to the present invention.

[0106] Referring to Figure 8, Type 1 is the highest type, boasting exceptionally excellent abilities in all aspects, and is characterized by being a top-ranking model student with a sense of purpose, striving to improve their shortcomings, and having a strong desire for academics.The tree structure based on the measurements of the main psychological factors is as shown in Figure 9.

[0107] Looking at the tree structure, we can see that students have a strong desire to learn based on a clear sense of goal, and have a concrete desire to improve through objective self-reflection.

[0108] Furthermore, they have high practical skills, study efficiently and effectively, and have a good sense for learning, so they are able to maintain high grades.

[0109] This will help you develop a healthy sense of self and continuously accumulate fulfilling experiences.

[0110] In summary, this type of person can be seen as a learning and education expert in areas such as career entrance exams, curriculum, learning strategies, learning methods, detailed subject learning, and emotional care. They can also act as a management guide for learning managers, identifying and working with students to identify and improve problems that they may not be aware of, and managing the difficult times before reaching the top level and the slumps that arise from deep worries.

[0111] Therefore, in a flow consisting of an initial grasping stage, an onboarding stage, and a trigger stage as shown in Figure 10, it is desirable to manage target students by taking into consideration the relationship between the items in each stage.

[0112] Figures 11 to 13 relate to the three cram school-centered types, and Figures 14 and 16 relate to the four puppet types. It goes without saying that the same or similar types can also be applied to the 16 types mentioned above, namely, the two model students, the five good at negotiating, the six vain outsiders, the seventh outsider, the eighth with strong preferences, the nine mentally weak glass ball types, the ten meddlesome types who like to interfere, the eleventh honest type, the eleventh honest but insufficiently productive study room boss type, the twelve sensitive types, the fourteenth type with interests other than studying, the fifteenth maniac type who is absorbed in a particular field such as games, and the sixteenth insensitive type who has a low reaction to surrounding situations.

[0113] To integrate these 16 types into a single map, we applied a method to reverse engineer the key characteristic factors of each of the 16 types.

[0114] To be more specific, weights are assigned to the main measurements for each type derived from the community analysis, and these are inductively listed and then integrated into one map.

[0115] For example, the characteristic flow (tree structure) shown in Figures 9, 12, and 15 is a chart that defines the relationships between the main characteristic factors for each type, and types 3 and 4 have one item in common called "excessive dependence on private education."

[0116] However, the crucial difference between the two types is that Type 3s are likely to have better academic outcomes, leading to positive emotional patterns and learning confidence, while Type 4s are likely to have worse academic outcomes, leading to negative emotional patterns and lower self-confidence.

[0117] In this case, the four types can change to a positive emotional pattern by improving their learning outcomes, and by linking the relationship between these two characteristic factors, it is possible to depict their growth process over time.

[0118] On the other hand, Type 3 students lack the ability to solve learning problems on their own due to their excessive ``private education''; they struggle intensely with difficult tasks, and they have a weak pattern of taking the time to solve problems based on their own thought system and acquire new knowledge.As a result, Type 3 students tend to prefer only the most comfortable, quick, and guaranteed route.

[0119] In other words, there is a lack of initiative and no creative attempts.

[0120] Types 1 and 3 share the psychological factors of "top grades" and "good learning sense," but the crucial difference is that Type 1 students have ample experience in confronting and resolving their own problems through objective self-reflection. This allows them to demonstrate a challenging and practical ability not only in their studies but also in their attitude toward life.

[0121] Similarly, by connecting the common psychological factors between the three types and the one type, as was done for the four types and the three types, a broader chronological growth process can be constructed, and through this reverse engineering concept, a single integrated map can be created that includes the flow from the sixteen types to the one type.

[0122] FIG. 17 is a block diagram showing a specific example of an integrated map applied to FIG. 7, and FIG. 18 is a diagram for explaining FIG. 17 in more detail.

[0123] The integrated map (CUBE Map) was created as an inductive enumeration of the main characteristic factors for 16 groups (types) that were cluster-analyzed based on data on the main learning psychology factors, and its foundation was created based on the latest cognitive science theory.

[0124] Among these, the field of learning has been greatly influenced by the interpretation of the human mind as a logical rational system, which began with the seeds of linguistic philosophy in the early 20th century and led to modern linguistics represented by Noam Chomsky, as well as research into the development of rational consciousness that emerges as a person grows. Through this, it has become clear that humans construct meaning from language, which reaches an abstract level to understand and judge the world, and then reconstruct it into their own world. This is the very process of learning, and in other words, it is evidence that language ability determines a person's learning ability and is the basis of mental activity.

[0125] The construction of the integrated map is based on this theory of cognitive science, and can be explained as a process of growth and development that comprises six stages of human mental activity, from the biological reaction learning system at the animal level to the learning mechanism through the abstract language ability that only humans possess, the birth of self-consciousness that emerges during this process, the personality, values, habits and metacognitive abilities that are formed through the accumulation of experience and memory, the completion of the initiative (acting ego) model and subjective ego that begin to emerge through this, and finally the cosmic ego that pursues spirituality while being in harmony with the social ego.

[0126] First, core consciousness, which is the first level (Level 1, first hierarchical level), concerns the mechanisms of human behavior explained at the biological level, and concerns the common characteristics shared by vertebrates such as mammals, birds, reptiles, and amphibians.

[0127] All living organisms follow their survival instinct to determine the optimal behavior in response to the external world in order to survive, and in this case, the definition of the external world includes not only the environment outside the body, but also, from the brain's perspective, the various signals transmitted by each part of the body.

[0128] Living organisms sense stimuli transmitted from the external world through their intrinsic sensory nervous system, which converts these into electrical signals and can induce specific emotions (affects) according to genetic programs and what has been learned from past experiences. Here, emotions are non-verbal sensations that cause organisms to take specific actions at the level of pleasure or displeasure, and this process can appear in the brain as various activation patterns between neuron bundles.

[0129] In summary, living organisms do not perceive the external world as it is, but rather perceive a represented world that has been reinterpreted by the sensory nervous system and precognitive system (a combination of past experiences and emotional sensations), and then take instinctive action based on the advantages and disadvantages of the situation.

[0130] As a result of such behavior, experiences of success and failure are accumulated as memories in the brain, which can influence whether the individual will repeat the same behavior or try a new behavior in a similar situation next time.

[0131] Next, self-consciousness, which is the second level (Level 2, second hierarchical layer), is the organism's recognition that it is a unique entity independent of the rest of the world and of individuals, and is related to the abstracted ability to speak as a special element that distinguishes it from other self-conscious animals.

[0132] Only humans can construct abstract concepts through language and express and communicate them to others. In particular, these abstract concepts can reinterpret the world and allow people to see it from different perspectives based on the perspectives that each person has abstractly conceptualized.

[0133] For example, in the past, people called the natural phenomenon of unidentified lights dancing in the air late at night "will-o'-the-wisp" and interpreted it as the mischief of ghosts. However, in modern times, this phenomenon has been scientifically explained as phosphorus hydrogen, which is produced by the decomposition of phosphorus compounds and burns at room temperature, and it is no longer seen as an object of fear.

[0134] In humans, the stimulus signals processed at the first stage, the core consciousness, can be reinterpreted by the emotional and cognitive systems, which are defined as the intelligence center. If the "represented world" in the core consciousness and precognitive system is the non-verbal inter-neuron activation pattern in response to the electrical signals of external world stimuli, then the "interpreted world" in the intelligence center at the second stage, self-consciousness, can be said to be the inter-neuron activation pattern that has undergone a cognitive-linguistic interpretation of the represented world.

[0135] Events interpreted linguistically in this way lead people to make decisions and take action based on advantages and disadvantages, likes and dislikes, and this is then accumulated as past memories, influencing the decision-making strategy in the next similar situation.In addition to this, because humans are capable of abstracting events through language, they are able to understand not only phenomenally identical events but also the laws behind the events, and to apply abstracted laws to slightly different situations.

[0136] Among these, the intelligence center is the most core area in which abstract, linguistic self-consciousness is constructed, and the world represented by the core consciousness stimulates the emotional granularity area within the intelligence center. Here, emotional granularity is the ability to "distinguish complex and diverse emotional stimuli in a precise and delicate manner and name them in emotional language," as the linguistic form of the affect felt by humans.

[0137] Emotional granularity is the main factor that enables a particular individual to emotionally digest events in the external world in a healthy way. The state of being able to precisely sense physical emotions in response to external events and express them in precise words is defined as "having high emotional granularity." This refers to a state in which one has a good understanding of one's own physical state, searches for words appropriate to the situation from a wide range of vocabulary and thought systems, and feels those emotions.

[0138] People with high emotional granularity are able to recognize emotional language in a way that is neither excessive nor insufficient in response to a particular incident, and therefore have the ability to objectively recognize a situation and adopt an appropriate attitude.

[0139] The world represented in this way is clarified through the use of the rational language domain (words, vocabulary, logic) and the attentional domain (focusing, concentration, observation), with the influence of emotional granularity in the background. At this stage, events are interpreted based on the richness of a person's vocabulary, vocabulary, and logical ability, but the level of semantic clarification is determined by the combination of the ability to focus on the event in question, not to let attention be scattered, and to grasp subtle differences.

[0140] As a result, the rational-linguistic area is biased toward the person's intellectual level, and the attention-focused area operates biased toward emotional states of pleasure and displeasure, resulting in limitations that prevent the person from seeing events in the external world as they are.

[0141] Once the concept has been clarified to a limited extent based on intellectual level and emotional state, it is filtered once again to determine whether it is ultimately acceptable.

[0142] For example, this is the stage where a person judges the accuracy of information in light of their personal history (experiences and knowledge) accumulated throughout their life, the worldview and values ​​(intentions and will) they have adopted, and the personality and attitudes they have formed in the process.

[0143] If the concept in question does not fit with one's own knowledge or values, one will reject the information and try a new interpretation until it is accepted. This mechanism can sometimes lead to people exhibiting the characteristic of "interpreting and judging as they want to see."

[0144] Of course, some people may revise their knowledge and values ​​without repeatedly reinterpreting the interpreted concepts until they fit their own thought system, but this is thought to be because they have a high level of abstract thinking ability based on a wealth of knowledge and experience, and have the metacognitive ability to view events objectively without being swayed by their own instinctive likes and dislikes.

[0145] Metacognition means being aware of your own train of thought.

[0146] For example, in a situation where you are ridiculed by someone and your anger rises, it refers to the ability to think, "Why am I angry now?" and adjust your judgment and actions.

[0147] People who demonstrate metacognitive abilities are not immersed in solving problems when learning, but rather check whether their access process is appropriate and whether there are any flaws.In order to check whether they are biased towards a particular point of view or whether there are any logical errors in the interpretation process during the meaning clarification and final acceptance stages that take place in the areas of rational language and attention concentration mentioned above, they are able to revise their knowledge and values ​​without being picky about only the information that suits their preferences.

[0148] The acquisition of such metacognitive abilities requires at least two prerequisites.

[0149] The first is the wealth of knowledge and experience required to view an incident from various perspectives, and the second is the ability to view an incident dispassionately without being swayed by one's own desires. This can be said to be a function that emerges from skill in emotional processing, that is, a high level of emotional granularity.

[0150] People who possess these two qualities are able to demonstrate the ability to objectify and interpret a particular incident from multiple perspectives, and are not bound by personal prejudices, but also have the flexibility (openness) to devise and select multiple solutions, enabling them to take metacognitive action.

[0151] In the end, the intelligence center is the core element of self-consciousness, which is composed of abstract language, and also a barometer for measuring the level of one's ability. Meaning is clarified through words and vocabulary, the level of logical ability, and the level of focusing, concentration, and observation according to the granularity of emotions. By making objective judgments through metacognitive ability, one can adjust biased worldviews and expand knowledge.

[0152] The three levels (Level 3, 3 tiers) of personality and values ​​relate to the characteristics of individuals that are the result of the accumulation of life experiences living in response to the external world through abstract, verbalized self-consciousness. Basically, the survival instinct at the core consciousness level of Level 1, that is, the will to keep the body alive in response to the external world, is expressed through the energy of "attachment to life" and passes through the filter of accumulated personal characteristics (experiences and knowledge known as personal history), which then influences the main elements of Level 3.

[0153] The three stages are made up of a total of four modules (areas), with the lower stages being closer to the external world and the higher stages being closer to the individual's inner tendencies.

[0154] First, of the three stages, the role performance model explains an individual's psychological and behavioral characteristics regarding specific tasks required in the external world. It is a cycle consisting of achievement experience, achievement satisfaction, efficacy, interest, and practice, which can determine the level of role performance proficiency depending on the intelligence center.

[0155] The more achievement experiences one has, the greater the satisfaction one feels with them, and the greater the sense of efficacy and interest in the activity, which naturally improves one's ability to put the activity into practice.The basic concept is a virtuous cycle that again has a positive effect on achievement experiences.

[0156] However, this structure does not always function in the same way. The influence of other factors, for example, a lack of perseverance (sincerity) or not placing much meaning on the activity, can actually cause the opposite effect of satisfaction with achievement, making one feel "good enough," and inhibit interest and practical ability. The detailed process of this combination of factors can be explained through an inductive enumeration of the 16 type-specific characteristic factors.

[0157] In the case of the role performance module, the most important role given to the individual can be assumed and interpreted.

[0158] For example, if the learner is a student, a typical task would be "academic learning," if the learner is an office worker, it would be "workplace duties," and if the learner is a parent, it would be "parental roles."

[0159] Of the three stages, the interaction model represents an individual's attitudes corresponding to the role performance module and interpersonal relationships. Just as the role performance module has multiple layers for various tasks, the interaction module can also be composed of multiple layers for specific tasks and other people. However, the interaction module has the characteristic that the number of layers converges more than the role performance module.

[0160] It is limited to the range of interpersonal relationships related to a specific task, such as family groups, friend groups, or coworker groups, and the model patterns formed for each group differ, but there is less variation than in role performance modules. In other words, while an individual's perceived achievement experiences, satisfaction, and sense of efficacy differ for academic tasks, child-role tasks, and parenting tasks, there is a certain degree of consistency in the interpersonal characteristics shown to family, friends, and coworkers.

[0161] The interaction module is composed of "emotional stability" resulting from the satisfaction of the need for recognition, "sensitivity (neuroticism) due to innate tendencies and learned personal history," "perseverance (conscientiousness)," and "attitude toward challenges" and "form of communication (communicative assertiveness)" created by friendliness toward others (affinity).

[0162] Emotional stability serves as an individual's psychological baseline and can affect the smooth functioning of intelligence centers, stability in interpersonal relationships, and consistency in task performance.

[0163] Furthermore, stability in interpersonal relationships is a positive factor in the form of communication (communicative assertiveness), and consistency in task performance leads to a success-oriented attitude toward tasks. These two factors recursively influence the level of practice and interest in role performance modules, ultimately acting as key factors in the formation of achievement experiences and achievement satisfaction.

[0164] Like the role-performing module, the interaction module is also greatly influenced by the intelligence center in the chain reaction between each element, and a well-enlightened intelligence state is characterized by the positive expression of emotional stability, communicative polarity, sensitivity (neuroticism), patience (conscientiousness), and friendliness to others (affinity).

[0165] Of the three stages, the self-trait model is related to the self-image that is engraved within an individual as the role-performing module and the interaction module repeatedly operate in response to the external world. It is a "feeling toward oneself" that is a comprehensive combination of attitudes toward various tasks and interpersonal relationships, and can be composed of efficacy (confidence), self-affirmation, optimism, and initiative.

[0166] Generally, when a person consistently achieves success in key role tasks, their sense of efficacy increases, which is linked to self-affirmation and optimism. These two are linked to proactivity, leading to "initiative in specific tasks." However, because the integrated map is a student-centered map, it can be expressed as "initiative in learning achievement" and the resulting "learning initiative."

[0167] Although these two concepts are not included in any specific module on the integrated map, they can be conceptually considered components of the role performance module.

[0168] To explain in more detail, "leading achievement experiences" are achievement experiences for tasks that one takes the initiative in, while the achievement experiences of the role performance module mentioned above are achievement experiences for tasks that exclude initiative. The reason for extracting the concept of initiative separately here is the importance of the initiative model, which will be explained in the next table of contents. In general, initiative is a characteristic that emerges when "the current me" and "the me I want to become in the future," that is, when growth goals are internalized. When this is combined with the experience of success in a specific task, it is positioned as "leadership" in terms of personality and attitude. This initiative then leads to self-development goal setting and practice for the task in question, and can be said to be an important element in the mechanism of personal growth.

[0169] Of the three stages, the enterprising model is concerned with the mechanism of setting the "self I want to become" in contrast to the "self I am now" and then seeking and carrying out the tasks necessary to reach that goal. It begins with the ability to objectively recognize the current state, which is thought to result from the ability and flexibility to objectify, which forms the basis for the manifestation of metacognitive abilities within the intelligence center.

[0170] Objectification can be broadly divided into objectification of the situation (external) and objectification of oneself (internal), which forms the basis for setting specific goals for change and recognizing the need for change.

[0171] On the other hand, an instinctive attachment to life manifests itself as a person's curiosity (extroversion), which leads to a "sense of goal" about what one wants to achieve, and together with "recognition of the need for change," this becomes the material for "concreteness of the goal for change."

[0172] In this model, the role of the intelligence center is also very important, and it has a significant influence on the level of goal consciousness aimed at, the strength of the recognition of the need for change, and the precision and effectiveness of the specificity of change goals.

[0173] As a result, the integrated map's initiative model is a list of inductive elements for the "actor," and the formation of "self-identity" from the role-performing module to the initiative module is seen to constitute a specific individual's worldview, values, personality, and attitude as a "conceptual self."

[0174] Ego identity, which is a chronological synthesis of four modules organized into three stages, means a consistent identification with one's unique characteristics that distinguish oneself from others, that is, a stable sense of knowing "who I am." The formation of a healthy ego identity is seen as a state in which one maintains consistency in life without losing one's unique existence even in a changing environment through various roles, interactions with various people, and the process of growth.

[0175] The ego identity in the integrated map can be subdivided into task performance in the external world and the psychological and behavioral characteristics that derive from it, based on a list of inductive factors.

[0176] Specifically, it can be said that the level of a particular individual's role performance in various tasks, the corresponding individual's attitudes and interpersonal characteristics, the self-awareness that accumulates as these are repeated, goal-oriented tendencies and behavioral characteristics are a synthesis of the "self" that is consistently constructed in accordance with past, present, and future goals of lifetime experiences.

[0177] Looking at metacognition, which has four levels (Level 4, four hierarchies), the metacognitive ability that is manifested in highly developed intelligence center functions forms the existence of a separate self that observes the real self, that is, a higher self, as an "act of checking one's own thought process."

[0178] The superego observes the needs and desires of the real ego and explores why those needs arose and what it is that I truly desire. This process is also applied to one's own actions, and one sets one's own standards, pondering whether one's actions were born out of one's own intention, and if so, where the root of that desire lies, and if not one's intention, whether one was influenced by someone else. This is the source of the awakening of a "sense of ownership of one's life," which leads to the goal consciousness and uniqueness (subjectivity) of the enterprising module of the three stages and serves as a catalyst for the functioning of the operating ego, the conceptual ego.

[0179] When the will to distinguish between self and others and to live a life of true self is expressed, the higher self tries to step back from the immediate needs demanded by the real self and to look at things objectively and make judgments. This leads to a tendency to make choices that are best suited to one's life in the long term, rather than being immediately swayed or reacting to immediate pleasure or pain, advantages or disadvantages.

[0180] This is possible because the superego is free from the constraints of time and space, unlike the real ego that is in contact with the present world. The real ego is always bound by time and can only move according to the needs of the material system, but the superego that exists in the consciousness of abstract language is a consistent entity that spans the past, present, and future, and is therefore able to choose actions with a long-term perspective, which is the very foundation that leads to the search for the true self.

[0181] And by searching for the meaning and true nature of my existence based on what I truly desire, unconstrained by reality, I become empowered to integrate the ego identity formed in the three stages (personality and values) into a complete form, that is, a form with solid consistency.

[0182] If we look at the harmony between the individual ego and the social ego, which is at the 5th level (Level 5, 5th hierarchical layer), we see the following.

[0183] Individuals who successfully master the process from stages 1 to 4 and develop a healthy ego identity will grow into individuals who take the initiative in designing their own lives and moving toward their goals.

[0184] The next area is about a subject that functions fully in harmony with the social self, not limiting itself to personal interests but directing its own value and purpose in life through contributions to the social community. This means acquiring a holistic self in contrast to the subject, and by expanding the category of "self" beyond the physical self or existential self to include family, gender, generation, local community, nation, and more broadly, the international environment and global ecosystem (for example, areas such as protecting endangered animals and concern for the climate crisis), it refers to having a mindset that thinks of "others as myself" and acts proactively.

[0185] The sixth stage concerns the pursuit of the perfected ego as a universal ego, an area not included in the integration map.

[0186] The sixth stage of the complete ego's pursuit of the cosmic ego is based on the task of being reborn as a being of a cosmic dimension that transcends the Earth's ecosystem, when the subjective ego and the holistic ego are fused. The ego, expanded to the Earth's ecosystem, embraces not only humans but also the entire Earth, including plants and animals, as well as its history and future. This ultimately leads to thinking about the meaning of existence in the universe and trying to find one's own value, transcending the boundaries of living and non-living things.

[0187] The achievement of this stage can be described as reaching the state of a saint on a religious level, the state of liberation in which the ego is shed, or the state of attaining enlightenment in which the self and all things are one.

[0188] The six stages of the human mental process outlined above are a systematization of the perspective of human thought, which has previously been considered intangible, through the methodologies of natural science and social science. Starting with humans as biological beings, they move on to the birth of consciousness through abstract language functions, the mechanism of the intelligence center, the characteristics of personality and values ​​formed through the accumulation of knowledge and experience, the realm of metacognition and the establishment of ego identity that elevates these processes to a higher level, and the completion of the subject as a whole. This process ties together the themes of natural science, social science, and philosophy in a single flow, and the integrated map containing this content can be used not only for learner learning management, but also as core business content that can be applied to the general public's management at every stage of life.

[0189] 19 and 20 are diagrams showing an embodiment of a process for reconstructing the psychological trait test based on FIGS. 8 to 18 and intuitively managing the management method.

[0190] The first thing to note is that factors for each stage are located on an integrated map composed of cognitive science theory and an inductive enumeration of the main learning psychological factors for each of the 16 types, and each of the 16 types is expected to have its own unique characteristic pattern.

[0191] In response to this, psychological test questions can be created based on the factor definitions in the integrated map. The learning psychological trait test created in this way can predict the type of the testee by comparing it with the unique characteristic patterns of a specific type. At the same time, each factor can be defined as a reference variable in a computer device, improving the intuitiveness of the method of providing learning management.

[0192] For example, the codes assigned to the inductive enumeration of the three main learning psychological factors shown in Figure 19 can be defined as A-aaa, A-acs, and A-bcc (each letter is assigned according to its position and characteristics), and the corresponding factors in the integrated map (CUBE Map) can be defined as B-34a-a, B-34b-a, B-41d-d, and B-41a-c, after which a psychological test can be constructed to measure each factor.

[0193] Then, as shown in Figure 20, based on the test results of the testee, the most similar pattern among the 16 types is found and the testee is classified into a specific type. At this time, based on the connectivity between the factors that were previously addressed in the management provision method, the testee's required improvements can be selected and shown in a diagrammatic graphic form (tree structure).

[0194] This method contains much more three-dimensional information than relying on existing textbooks to guide management delivery methods, such as correlations and causal relationships between major learning psychological factors within a specific type, so learning managers can intuitively select and implement management delivery methods with ease.

[0195] 21 to 23 are diagrams showing an embodiment of a learning management guide according to the present invention.

[0196] Figure 21 shows a fragmented presentation of a specific type of management guide for a specific type of student. For example, in a tree structure in which three types of key characteristic factors are inductively listed, after the three types of key characteristic factors are reconstructed based on an integrated map, a guide for three types of learning management can be provided.

[0197] Figure 22 presents a comprehensive learning management guide after assuming that a specific type of situation has been resolved. For example, it is a tree structure that inductively lists the three main characteristic factors. After reconstructing the main characteristic factors into types 3, 2, 1, etc. based on an integrated map, it is possible to provide an integrated guide for learning management for types 3, 2, 1, etc.

[0198] Ultimately, as shown in Figure 23, the orientation point of learning management for each type can be an integrated map, and as described in this invention, learning management based on the integrated map can become the final orientation point in the management field related to learning.

[0199] 24 to 26 are diagrams showing examples of type-specific guides based on FIG.

[0200] Figures 24 to 26 show the main characteristic factors of each type and their relationships extracted from the integrated map. In explaining Figures 24 to 26 below, when the outline of each item is a thin solid line, it represents that the item is functioning very well, a thin dotted line represents that it is functioning somewhat well, a thick dotted line represents that it is functioning poorly and has a negative impact, and a thick solid line represents that it is functioning very poorly and has a large negative impact.

[0201] Looking at Type 1 with reference to this, as shown in Figure 24, we can see that 1) the intelligence center functions perfectly, and through the acquisition of various knowledge, 2) they have objective abilities.

[0202] Furthermore, smooth intelligence center activities lead to 3) positive learning achievement, which in turn leads to 4) increased satisfaction and a sense of efficacy, which in turn leads to 5) active learning interest and practice, promoting the growth of the intelligence center.

[0203] 6) Self-affirmation and confidence accumulated through successful performance experiences 7) aid in flexible thinking, which, in harmony with objectification ability, 8) stimulates the improvement of metacognitive ability.

[0204] 8) The metacognitive ability to observe situations leads to 9) exploring the long-term future by observing oneself, and 10) forming a healthy self-identity. At the same time, 11) a sense of true purpose derived from proactive living has a positive impact on 12) proactive and proactive achievement experiences, and 13) creates a virtuous cycle of having a proactive attitude in one's learning methods.

[0205] Looking at the three types with reference to Figure 25, 1) the basic functions of the intelligence center are functioning normally, which leads to 2) good achievement in learning, and 3) self-confidence and a sense of efficacy in learning, which in turn leads to 4) interest in learning and practice.

[0206] However, in terms of their study methods (intelligence center), 5) they rely on others to compare and contrast knowledge, 6) they lack experience in leading learning achievement, 7) they lack the ability to objectify, 8) they have difficulty in objectively recognizing themselves and the situation, and 9) they are unable to independently come up with specific improvement plans.

[0207] This leads to 10) the disappearance of a sense of ownership and a lack of individual subjectivity, and in learning-led situations, 11) a tendency to repeatedly study in a way that is dependent on others.

[0208] Looking at the four types with reference to Figure 26, 1) the function of the intelligence center is relatively good, but 2) dissatisfaction with academic achievement and a sense of indebtedness to parents 3) lead to a narrow perspective on problems, 4) generally have a strong desire to achieve academic success and good practical ability, but 5) rigid thinking prevents them from fully absorbing knowledge, so their results are poor compared to the amount of time they spend studying, which 6) leads to a decrease in self-confidence, disappointment in themselves, and negative thinking, 7) creates a passive attitude, which again reinforces the 5) rigid thinking that appears in the intelligence center.

[0209] Ultimately, 8) the pressure and stress placed on academic achievement leads students to 5) 9) be immersed in the reality they take for granted, 10) without the opportunity to explore their true selves, and to form an unhealthy ego identity.

[0210] Therefore, a management guide for learning management can be presented as a way to resolve these issues.

[0211] The learning management providing method and platform based on the consciousness integration map based on the cognitive science theory described above can be embodied as computer readable code on a computer readable recording medium.

[0212] Here, the computer-readable recording medium includes any type of recording device that stores data read by a computer system, such as a ROM, RAM, CD-ROM, magnetic tape, floppy disk, optical data storage device, etc.

[0213] The computer-readable recording medium can also be distributed over computer systems connected to a network, so that the computer-readable code can be stored and executed in a distributed manner.

[0214] Functional programs, codes, and code segments for implementing the present invention can be easily construed by programmers skilled in the art to which the present invention pertains.

[0215] Furthermore, it will be understood by those skilled in the art to which the present invention pertains that the technical configuration of the present invention can be embodied in other specific forms without changing the technical idea or essential features of the present invention.

[0216] Therefore, it should be understood that the above-described embodiments are illustrative in all respects and are not limiting. [Explanation of symbols]

[0217] C: Manager terminal S: Management Server 100: Learning Manager Management Platform 110: Integrated Map Block 111: 1st layer 112:Second layer 113: 3rd layer 114: 4th layer 115: 5th layer 120: Learning Management Offering Block [Prior art documents] [Patent documents]

[0218] [Patent Document 1] Republic of Korea Patent Application Publication No. 10-2024-0006317

Claims

1. A learning manager management method performed by a management server based on an online server-client system, The integrated map confirmation stage involves reverse engineering the psychological characteristics of each student type and confirming an integrated map of the multi-layered platform diagrammed based on cognitive science theory; A guide diagramming step of reconstructing a psychological trait test based on the integrated map and providing it to a manager terminal of a learning manager, and when the results of the psychological trait test for the testee are received from the manager terminal, analyzing the psychological trait test and visually intuiting and diagramming a management guide according to the connectivity of psychological trait factors; and A learning management providing step of providing the diagrammatic management guide to a manager terminal of a learning manager; A learning manager management method based on a consciousness integration map based on cognitive science theory.

2. The integrated map is A psychological trait factor extraction stage in which psychological trait factors related to learning are extracted from the target student population; a psychological characteristic factor grouping step of clustering the psychological characteristic factors into type groups; a methodology definition stage in which a management methodology is defined for each type group; an inductive enumeration step of inductively enumerating psychological trait factors by assigning weights to the measured values ​​for each type group; and An integrated map construction step of constructing an integrated map based on the relevance of the inductive enumeration by type group; The learning management method based on the consciousness integration map according to the cognitive science theory as claimed in claim 1.

3. The integrated map confirmation step includes: an integrated map reconstruction step of visualizing and reconstructing a map for each type group according to the psychological characteristic factors for each type group. The learning management method based on the consciousness integration map according to the cognitive science theory as claimed in claim 2.

4. The guide diagramming step includes: a characteristic factor variable definition step of defining a characteristic factor variable for each psychological characteristic factor of the type group; a characteristic factor variable mapping step of mapping the characteristic factor variables to a type group map; and a psychological trait test reconfiguration step of reconfiguring a psychological trait test for measuring psychological trait factors based on the type group map. The learning management method based on the consciousness integration map according to the cognitive science theory as claimed in claim 3.

5. The guide diagramming step includes: a type determination step of determining a type based on the measured values ​​of each psychological characteristic factor based on the results of the psychological characteristic test reconstructed in the psychological characteristic test reconstruction step; a type group map calling step of calling a type group map corresponding to the type determined in the type determining step; a connectivity confirmation step of confirming connectivity of each psychological characteristic factor of the type group map; a step of selecting improvement items for the subject based on the connectivity of each psychological characteristic factor; and An improvement item diagramming step of visually intuiting and diagramming the improvement items, The learning management method based on the consciousness integration map according to the cognitive science theory as claimed in claim 4.

6. The learning management providing step includes: A Phase 1 guide providing management guides for specific types; and A second guide providing step of providing a management guide for other types in a composite manner after assuming that the condition of a specific type has been improved; The learning management method based on the consciousness integration map according to the cognitive science theory as claimed in claim 5.

7. In the learning manager management platform installed on the management server based on the online server-client system, The first layer includes core consciousness items classified based on human instinctive behavioral mechanisms corresponding to the biological level; The second layer includes self-conscious items categorized based on the emotional and cognitive systems that are based on the human language system; The third level includes behavioral items of empirical characteristics categorized by human personality and values; A fourth tier includes metacognitive items that recognize the flow of human thought; and an integrated map block containing a fifth tier containing social ego items categorized by ego expansion and harmony; and A learning management providing block that cooperates with the integrated map block to provide a learning management guide corresponding to the type of target student based on the hierarchical integrated map; A learning manager management platform based on the consciousness integration map based on cognitive science theory.

8. The second layer is The intelligence center area that interprets the first layer, clarifies the meaning, decides whether to accept it or not, and constructs abstract verbalized self-consciousness to form the second layer; The learning manager management platform based on the consciousness integration map based on the cognitive science theory of claim 7.

9. The third layer is The role performance module map area, which assumes and interprets the most important roles among those assigned to an individual; an interaction module map area for interpreting the individual's attitude corresponding to the role performance module and the interpersonal relationship in the role performance module map area; a self-characteristic module map area that interprets the process by which the interaction modules in the interaction module map area repeat in response to the external world; and The present invention is characterized in that it includes an enterprising module map area, which compares the current status with the goal in the self-characteristic module map area and identifies the role tasks for the goal. The learning manager management platform based on the consciousness integration map based on the cognitive science theory of claim 7.

10. The third layer is an intelligence center area for determining role proficiency in the role performance module map area; The learning manager management platform based on the consciousness integration map based on the cognitive science theory of claim 9.

11. The third layer is an intelligence center area that determines the influence on the chain reaction between each element in the interaction module map area; The learning manager management platform based on the consciousness integration map based on the cognitive science theory of claim 9.

12. The third layer is An intelligence center area that determines the expression pattern of each element of the characteristic module map area and the enterprising module map area; The learning manager management platform based on the consciousness integration map based on the cognitive science theory of claim 9.

13. The fourth layer is The intelligence center area is activated, and the degree of advancement of the intelligence center area is determined in a recursive manner, and the degree of advancement of the elements of the area included in the third layer is determined. A learning manager management platform based on the consciousness integration map based on the cognitive science theory according to any one of claims 10 to 12.

14. The fourth layer is An ego identity domain that recognizes the ego's identity based on the role tasks and social ties; A learning manager management platform based on the consciousness integration map based on the cognitive science theory according to any one of claims 9 to 12.

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