Learning note graph based on text map
Through learning notes based on context maps, the problem that traditional learning methods are difficult to display related network thinking is solved, and intuitive thinking context display and information organization efficiency are improved.
Patent Information
- Application Number
- CN202510176428.X
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- Filing Date
- 2025-02-18
- Publication Date
- 2025-05-13
- Estimated Expiration
- Not applicable · inactive patent
AI Technical Summary
Traditional learning methods, such as mind maps, although they can well reflect divergent thinking between keywords, they seem unscrupulous in demonstrating correlation network thinking.
The learning notes based on context diagrams are adopted, including dynamic context diagram display module, multi-dimensional switching module and cross-media connection module, and the network structure of keywords and logical connection lines is displayed through an interactive interface, supporting time sorting and classification and multimedia content display.
It realizes the intuitive display of the author's thinking context and the logical chain behind the text, improves the efficiency and depth of information sorting, and can efficiently memorize a large amount of information and focus on the core points of the text.
Smart Images
Figure CN119990268A_ABST
Abstract
Description
Technical Field
[0001] The present invention relates to the field of information processing technology, and in particular to a learning note diagram based on a context diagram. Background Art
[0002] In the current vast field of information processing, visualization technology undoubtedly occupies a pivotal position. Especially in the sub-field of text processing, various visualization tools are playing a vital role with their unique functions, helping users to deeply understand the inner meaning of the text. Among them, semantic network diagrams, as a popular visualization method, intuitively reveal the close connection and mutual influence between different concepts in the text through the clever combination of nodes and edges.
[0003] In addition, mind mapping, a classic visualization tool, also has a significant contribution to text sorting and knowledge organization. It uses each word as a node and connects it with various lines to build a tree-like diffusion structure, providing users with a clear thinking framework to help them better capture and organize their personal thinking process.
[0004] However, traditional learning methods, such as mind mapping, can well reflect the divergent thinking between keywords, but it is incapable of showing associative network thinking. For this reason, we propose a learning note map based on context map. Summary of the invention
[0005] The purpose of the present invention is to solve the problem that traditional learning methods, such as mind maps, although they can excellently reflect the divergent thinking between keywords, are unable to demonstrate associative network thinking. The present invention provides a learning note map based on a context map.
[0006] In order to achieve the above-mentioned purpose, the present invention specifically adopts the following technical solutions:
[0007] A learning note diagram based on context diagram, including
[0008] Dynamic context map display module, using an interactive interface to display context map learning notes, context map learning notes include a network structure consisting of keywords and logical connecting lines, and keywords are connected by horizontal or vertical connecting lines;
[0009] The multi-dimensional switching module adds a draggable timeline axis, which organizes and classifies the connection lines between keywords according to time. Users can view information at different time points by dragging the timeline slider or clicking on a specific point on the timeline.
[0010] Cross-media connection module, in the context map, different types of media content (text, pictures, videos, audio) can be displayed as different node types. For pictures and videos, their thumbnails or covers can be displayed in the nodes, and users can view or play the complete media content when they click on the node.
[0011] Furthermore, the method for drawing context map learning notes in the dynamic context map display module includes the following steps:
[0012] S1. Information text preprocessing: preprocess the information text to be processed and split it into several short sentences to form small text units. At the same time, we need to extract keywords from it and organize these keywords into a set;
[0013] S2. Determine the theme of the text and connect the keywords in the set through logical relationships. In this process, each keyword can only be connected by four parallel or vertical lines at most.
[0014] S3. Adjust the keywords, because in the process of concatenation, some keywords may need to connect more than four other keywords. For such cases, we need to copy one or more copies of such keywords to form a structure such as a ring, line, branch or diagonal line.
[0015] Furthermore, the text processing method corresponding to the plurality of words in S1 is to classify the words by p lmat-n, convert the words into a set form, and then organically connect them according to the theme logic.
[0016] Furthermore, the method for processing the corresponding image information in S1 is to select elements in the image, such as places, objects and people, and then organically connect them according to the theme logic.
[0017] Furthermore, when processing the corresponding video and audio information in S1, the video subtitles and audio texts are selected and processed according to the method of word information, and the video frames are selected and processed according to the method of picture information, and then they are organically connected according to the theme logic.
[0018] Furthermore, control nodes are added corresponding to multiple keywords in the interactive interface of the dynamic context map display module, and interactive techniques such as dragging, dropping, zooming and clicking are used to control the keyword nodes. Users can rearrange the context map by dragging nodes, view different levels of details by zooming, and click on nodes to expand or collapse sub-nodes or display detailed information related to the node.
[0019] Furthermore, the multi-dimensional switching module also includes a theme level switching unit, which organizes the keywords multiple times according to themes of different levels, draws a context diagram for the keywords organized each time according to the logical relationship of the corresponding theme, and adds a theme level switching button on the interactive interface, which can be clicked to switch to display different theme logical relationships.
[0020] Furthermore, the cross-media connection module also includes a media linking unit, which adds a hyperlink to the keyword node, links to a keyword-related web page, video platform or audio player to view or play the original information.
[0021] The beneficial effects of the present invention are as follows:
[0022] 1. In the process of using the context diagram to organize information, the present invention can not only carefully organize a piece of material into a logically clear learning note diagram, but also derive rich and colorful content from it. Such a note diagram can not only help us efficiently memorize a large number of words or article paragraphs, but more importantly, it can intuitively show the author's thinking process, allowing us to deeply understand the logical chain behind the text.
[0023] 2. By continuously constructing and expanding the context map structure, the present invention can obtain more and more context maps, which not only help us filter out most of the redundant information, but also allow us to focus on the core points of the text. The whole process not only improves the efficiency of information organization, but also deepens our understanding of the text. BRIEF DESCRIPTION OF THE DRAWINGS
[0024] Figure 1 It is a system structure block diagram of the present invention;
[0025] Figure 2 It is a flow chart of drawing study notes in the present invention;
[0026] Figure 3 It is an example diagram of the p lmat-n classification of the present invention;
[0027] Figure 4 It is a structural element diagram of the context diagram of the present invention. DETAILED DESCRIPTION
[0028] To make the purpose, technical solution and advantages of the embodiments of the present invention more clear, the technical solution in the embodiments of the present invention will be clearly and completely described below in conjunction with the accompanying drawings in the embodiments of the present invention.
[0029] See also Figure 1 - Figure 4 The present invention provides a learning note diagram based on a context diagram, comprising
[0030] Dynamic context map display module, using an interactive interface to display context map learning notes, context map learning notes include a network structure consisting of keywords and logical connecting lines, and keywords are connected by horizontal or vertical connecting lines;
[0031] The multi-dimensional switching module adds a draggable timeline axis, which organizes and classifies the connection lines between keywords according to time. Users can view information at different time points by dragging the timeline slider or clicking on a specific point on the timeline.
[0032] Cross-media connection module, in the context map, different types of media content (text, pictures, videos, audio) can be displayed as different node types. For pictures and videos, their thumbnails or covers can be displayed in the nodes, and users can view or play the complete media content when they click on the node.
[0033] The interactive interface design allows users to freely operate the context map, improving user experience and efficiency. The multi-dimensional context map displays information through timelines and thematic hierarchies, helping users better understand and analyze the evolution and association of information. The cross-media context map allows different types of media content to be displayed in the context map, and provides the function of linking to the original media content, enriching the display form of information and making it easier for users to obtain original information.
[0034] In the process of using context diagrams to organize information, we can not only carefully organize a piece of material into a logically clear learning note diagram, but also derive rich and colorful content from it. Such a note diagram can not only help us efficiently memorize a large number of words or article paragraphs, but more importantly, it can intuitively show the author's thinking process, allowing us to deeply understand the logical chain behind the text.
[0035] When we convert text into a context map, we actually get a structural blueprint of the text. This blueprint is very flexible. We can replace keywords or adjust the connection lines at will to build a new context map. Then, by converting this new context map back into text form, we can get a brand new article. In this process, the arrangement and combination of keywords are based on a certain logical order to ensure that the output of the text is both clear and easy to understand.
[0036] For others, such a thought process may be obscure and elusive. However, with the help of the context map tool, we can make this implicit process explicit. When making a context map, we can mark the categories (p lmat-n) corresponding to the keywords on the map, thereby obtaining a context map formula containing rich information. Next, we can select a set of sets from the same type of keywords and assign them to the context map, thereby generating more diverse context maps.
[0037] By continuously building and expanding the context map structure, we can obtain more and more context maps, which not only help us filter out most redundant information, but also allow us to focus on the core points of the text. The whole process not only improves the efficiency of information organization, but also deepens our understanding of the text.
[0038] In this embodiment, preferably, the method for drawing context map learning notes in the dynamic context map display module includes the following steps:
[0039] S1. Information text preprocessing: preprocess the information text to be processed and split it into several short sentences to form small text units. At the same time, we need to extract keywords from it and organize these keywords into a set;
[0040] S2. Determine the theme of the text and connect the keywords in the set through logical relationships. In this process, each keyword can only be connected by four parallel or vertical lines at most.
[0041] S3. Adjust the keywords, because in the process of concatenation, some keywords may need to connect more than four other keywords. For such cases, we need to copy one or more copies of such keywords to form a structure such as a ring, line, branch or diagonal line.
[0042] In this embodiment, preferably, the text processing method corresponding to the plurality of words in S1 is to classify the words by plmat-n, convert the words into a set, and then organically connect them in series according to the theme logic.
[0043] In this embodiment, preferably, the method for processing the corresponding picture information in S1 is to select elements in the picture, such as places, objects and people, and then organically connect them in series according to the theme logic.
[0044] In this embodiment, preferably, when processing the corresponding video and audio information in S1, the video subtitles and audio texts are selected and processed according to the method of word information, and the video frames are selected and processed according to the method of picture information, and then they are organically connected in series according to the theme logic.
[0045] In this embodiment, preferably, control nodes are added corresponding to multiple keywords in the interactive interface in the dynamic context map display module, and interactive techniques such as dragging, dropping, zooming and clicking are used to control the keyword nodes. Users can rearrange the context map by dragging nodes, view different levels of details by zooming, and click nodes to expand or collapse sub-nodes or display detailed information related to the node.
[0046] In this embodiment, preferably, the multi-dimensional switching module also includes a theme level switching unit, which organizes the keywords multiple times according to themes of different levels, draws a context diagram for the keywords organized each time according to the logical relationship of the corresponding theme, and adds a theme level switching button on the interactive interface, which can be clicked to switch to display different theme logical relationships.
[0047] In this embodiment, preferably, the cross-media connection module further includes a media linking unit, which adds a hyperlink to the keyword node, links to a keyword-related web page, video platform or audio player to view or play the original information.
[0048] The following is an example of the classification method of p lmat-n:
[0049] Keywords include: The letter X represents any class in PLMATN.
[0050] P represents keywords of people (teacher, student, manager, specific names, etc.), L represents keywords of space (park, home, school, etc.), M represents objects (car, computer, pen, paper, etc.), A represents keywords of actions (eating, living, walking, etc.), T represents time (four seasons, daytime, yesterday, etc.), N represents keywords of abstract categories (meaning, degree, logic, order, etc.). X = any one of the categories in p lmat-n.
[0051] Specific examples include Figure 3 The numbers above the keywords are serial numbers. 1 represents the first keyword, 2 represents the next keyword, 3 represents the next keyword, and so on. Keywords are connected by straight lines and arranged neatly.
[0052] The above description of the disclosed embodiments enables one skilled in the art to implement or use the present invention. Various modifications to these embodiments will be apparent to one skilled in the art, and the general principles defined herein may be implemented in other embodiments without departing from the spirit or scope of the present invention. Therefore, the present invention will not be limited to the embodiments shown herein, but rather to the widest scope consistent with the principles and novel features disclosed herein.
Claims
1. A learning note diagram based on a context diagram, characterized in that: include Dynamic context map display module, using an interactive interface to display context map learning notes, context map learning notes include a network structure consisting of keywords and logical connecting lines, and keywords are connected by horizontal or vertical connecting lines; The multi-dimensional switching module adds a draggable timeline axis, which organizes and classifies the connection lines between keywords according to time. Users can view information at different time points by dragging the timeline slider or clicking on a specific point on the timeline. Cross-media connection module, in the context diagram, different types of media content (text, pictures, videos, audio) can be displayed as different node types. For pictures and videos, their thumbnails or covers can be displayed in the nodes, and users can view or play the complete media content when they click on the node.
2. A learning note diagram based on a context diagram according to claim 1, characterized in that: The method for drawing context map learning notes in the dynamic context map display module includes the following steps: S1. Information text preprocessing: preprocess the information text to be processed and split it into several short sentences to form small text units. At the same time, we need to extract keywords from them and organize these keywords into a set; S2. Determine the theme of the text and connect the keywords in the set through logical relationships. In this process, each keyword can only be connected by four parallel or vertical lines at most. S3. Adjust the keywords, because in the process of concatenation, some keywords may need to connect to more than four other keywords. For such cases, we need to copy one or more copies of such keywords to form structures such as rings, lines, branches or diagonals.
3. A learning note diagram based on a context diagram according to claim 2, characterized in that: The text processing method corresponding to the plurality of words in S1 is to classify the words according to plmat-n, convert the words into a set form, and then organically connect them according to the subject logic.
4. A learning note diagram based on a context diagram according to claim 3, characterized in that: The method for processing the corresponding image information in S1 is to select elements in the image, such as places, objects and people, and then organically connect them according to the theme logic.
5. A learning note diagram based on a context diagram according to claim 4, characterized in that: When processing the corresponding video and audio information in S1, the video subtitles and audio texts are selected and processed according to the method of word information, and the video frames are selected and processed according to the method of picture information, and then they are organically connected according to the theme logic.
6. The learning note diagram based on the context diagram according to claim 1, characterized in that: Control nodes are added corresponding to multiple keywords in the interactive interface of the dynamic context map display module, and interactive techniques such as dragging, dropping, zooming and clicking are used to control the keyword nodes. Users can rearrange the context map by dragging nodes, view different levels of details by zooming, and click on nodes to expand or collapse sub-nodes or display detailed information related to the node.
7. The learning note diagram based on the context diagram according to claim 1, characterized in that: The multi-dimensional switching module also includes a theme level switching unit, which organizes the keywords multiple times according to themes of different levels, draws a context diagram for the keywords organized each time according to the logical relationship of the corresponding theme, and adds a theme level switching button on the interactive interface, which can be clicked to switch to display different theme logical relationships.
8. The learning note diagram based on the context diagram according to claim 1, characterized in that: The cross-media connection module also includes a media linking unit, which adds a hyperlink to the keyword node, links to a keyword-related web page, video platform or audio player to view or play the original information.