Early language input and visual training combined interactive learning system

Abstract

The invention provides an early language input and visual training combined interactive learning system, which relates to the field of early education for children and comprises the following modules: an early language input module, an age-based multi-level content system, a visual training module and a tangram and building blocks introduced as visual training tools. A multi-sensory cooperation module is used for encouraging children by using Chinese or English after the children correctly spell corresponding tangram images or build corresponding models, and a Paijiger conservation cognition breakthrough module is used for helping the children to build a length conservation concept and an interactive learning platform before going to school. A personalized learning path is formulated for each child; a feedback and evaluation module; the system is designed according to the cognitive development law of children, early language input and visual training are organically combined, a scientific and systematic training system is formed, and powerful support is provided for future learning and development of children.

Description

Technical Field

[0001] The present invention relates to the field of early childhood education, and in particular to an interactive learning system that combines early language input with visual training. Background Art

[0002] With the continuous development of educational concepts, the importance of early education has gradually been widely recognized. Studies have shown that children's cognitive development is particularly critical in the early stages, and the learning experience during this period plays a vital role in children's lifelong learning and development; in the early development process of children, audio-visual memory and spatial perception as core cognitive abilities play a decisive role in children's knowledge acquisition efficiency, academic performance and future development potential.

[0003] The methods for training children's cognitive abilities on the market lack a step-by-step logic in their content settings, ignoring the cognitive characteristics of children at different age groups, which causes children to feel confused during the learning process, unable to effectively absorb knowledge, and their brain potential not being fully tapped; secondly, most training products on the market focus on cultivating a single ability, ignoring the synergistic relationship between audio-visual memory and spatial perception, resulting in children performing poorly when faced with tasks that require the comprehensive use of multiple cognitive abilities; in addition, existing teaching materials are mostly limited to traditional graphics and texts, which make it difficult to meet children's diverse learning needs, and are unable to attract children's attention for a long time and maintain their interest in learning. Summary of the Invention

[0004] The purpose of the present invention is to provide an interactive learning system that combines early language input with visual training to solve the technical problems existing in the prior art.

[0005] In order to achieve the above-mentioned object of the invention, the technical solution adopted by the present invention is:

[0006] An interactive learning system that combines early language input with visual training, including the following modules: an early language input module, which constructs a multi-level content system according to age, covering single words, short sentences, story fragments, logical reasoning texts, basic English words, and matching the laws of children's cognitive development; designs multi-language interactive training, and creates new nursery rhyme content and Chinese character story design based on the melody and rhythm of known nursery rhymes; a visual training module, which introduces tangrams and building blocks as tools for visual training; based on a given pattern or theme, let children use tangrams to piece together the corresponding figures, and tell the story behind them in bilingually; children observe the three-dimensional figures on the drawings, understand their structure and components, and use spatial imagination and hands-on operation to build the corresponding figures with building blocks, and guide children to describe their own works in bilingually; a multi-sensory collaboration module, if children correctly piece together the corresponding tangram image or build the corresponding model, Teachers or parents encourage their children in Chinese or English through applause and verbal praise; the Piagetian Conservation Cognitive Breakthrough Module helps children establish the concept of conservation of length and build scientific thinking patterns before going to school through various intuitive visual demonstrations and hands-on activities; the interactive learning platform develops a personalized learning path for each child based on the child's age, cognitive level and learning progress; parents can accompany their children to learn and understand their children's development in all aspects; the feedback and evaluation module allows parents to record their children's learning progress in real time, organize and analyze their children's learning content, and communicate with teachers in a timely manner when problems arise; and regularly conducts comprehensive evaluations of children's learning outcomes, with evaluation indicators including audio-visual memory, spatial perception, language expression ability, and creativity; the intelligent interactive terminal is used to play short-term guidance videos and interact with physical teaching aids.

[0007] Furthermore, the multi-level content system in the early language input module includes: a basic perception level, which establishes the connection between language and real objects through words / repetitions, onomatopoeia, basic English words, language interactive games, and rhythmic tapping; a short sentence construction level, which is trained through bilingual short sentences in life scenes and simple instructions; a narrative expression level, which is trained through story fragments and dialogue scenes, which include Chinese and English stories; a logical reasoning level, which is trained through the logical chain formed by bilingual causal texts and comparative texts; and an abstract thinking level, which constructs a debate framework through bilingual metaphor texts and multi-line narratives.

[0008] Furthermore, the early language input module includes: a written vocabulary input unit, which allows children to be exposed to rich vocabulary and standardized language expressions from the age of 5 to 6 months through parent-child reading of picture books, reciting classic literary excerpts, and text storytelling and English vocabulary; a language interaction training unit, which designs a variety of language interaction training activities, including story retelling, role-playing, and nursery rhyme creation; through story retelling, children's memory and language organization ability are exercised, role-playing allows children to simulate the characters in the story, express the characters' thoughts and emotions in their own language, and improve their language expression and communication skills, and nursery rhyme creation encourages children to use their imagination to create new stories based on known nursery rhyme melodies or rhythms.

[0009] Furthermore, the multi-sensory collaboration module includes: content-targeted units, general praise, pointing to specific cognitive processes, including "You are awesome" and "You are great"; sensory engagement units, single language or material rewards; presented to children through hearing, vision, and touch; the hearing includes: voice and applause; the vision includes: light and shadow plus medals; the touch includes: touching and praise stickers.

[0010] Furthermore, the Piagetian conservation cognitive breakthrough module includes: in the embryonic stage of conservation concepts, when children are 3 to 4 years old, the use of perceptual constancy stimulation in both Chinese and English breaks the dominant thinking of representation, and through tactile verification and visual quantification dual-pathway stimulation of the parietal cortex and occipital cortex to weaken the dependence of the prefrontal cortex on representation, and promote the initial establishment of conservation nerves; in the transitional stage of conservation concepts, when children are 5 years old, the causal relationship is strengthened through reversible thinking training, the reversibility of operations activates the working memory of the prefrontal lobe, and language reasoning strengthens the left brain logic area to form a conservation verification loop of action, language, and nerves; in the consolidation stage of conservation concepts, when children are 5.5 to 6 years old, the generalization transfer of conservation concepts is achieved through sequencing and class inclusion tasks, and cross-modal tasks activate the brain's default mode network.

[0011] Compared with the prior art, the present invention has the following beneficial effects:

[0012] The present invention is designed according to the laws of children's cognitive development, organically combining early language input with visual training to form a scientific and systematic training system; through diversified training activities and personalized learning paths, it fully stimulates the potential of children's brains, deeply develops children's audio-visual memory and spatial perception, and provides strong support for children's future learning and development; specifically, through the setting of early language input modules, a multi-level content system can be constructed according to the age of children. Through a shallower-to-deep design, it accurately matches the laws of children's cognitive development, so that children can absorb language content suitable for their abilities at each stage, and effectively promote the gradual improvement of their language ability; at the same time, the system incorporates basic English words and bilingual content settings at all levels, so that children can be exposed to a bilingual environment from an early age, which is conducive to cultivating their English sense of language and language conversion The module helps children develop their ability to translate words and sentences, laying a solid foundation for the comprehensive development of their language skills in the future. The module provides children with abundant opportunities to exercise their visual and spatial cognition through the visual training module, and requires them to tell the stories behind the tangram patterns and describe the building block works in bilingual language. This not only improves their language skills, but also deepens their understanding and expression of visual and spatial cognition, and increases their interest in learning. The module directs general praise to specific cognitive processes through the multi-sensory collaboration module, allowing children to clearly understand the reasons why they are being affirmed, helping them to clarify their learning direction and enhance their motivation. The module uses different training methods at different ages to help children establish the concept of length conservation and scientific thinking patterns, which helps children gradually build scientific thinking patterns and improve their logical thinking and problem-solving abilities. BRIEF DESCRIPTION OF THE DRAWINGS

[0013] Figure 1 Flowchart of the present invention. DETAILED DESCRIPTION

[0014] To make the contents of the present invention more clearly understood, the technical solutions in the embodiments of the present invention will be clearly and completely described below in conjunction with the accompanying drawings of the embodiments of the present invention. Identical parts are denoted by the same reference numerals. It should be noted that the terms "front," "rear," "left," "right," "up," and "down" used in the following description refer to directions in the accompanying drawings, and the terms "inward" and "outward" refer to directions toward or away from the geometric center of a particular component, respectively.

[0015] like Figure 1 As shown, this embodiment provides an interactive learning system that combines early language input with visual training, including the following modules:

[0016] The early language input module constructs a multi-level content system according to age, covering single words, short sentences, story fragments, logical reasoning texts, basic English words, and matching the laws of children's cognitive development; designs a variety of language interactive training, and creates new nursery rhyme content and Chinese character story design based on the melody and rhythm of known nursery rhymes, which are closely related to the laws of children's cognitive development and seamlessly connected, enlightening children to open up a vast language world. At the same time, it also cleverly integrates elements of literacy and sensory training to help children's comprehensive development in all aspects; the multi-level content system in the early language input module includes: basic perception level, through words / repetitions, onomatopoeia, basic English words, language interactive games, rhythmic clapping to establish the connection between language and real objects, and match with interesting language interactive games Rhythmic tapping activities help children easily establish a close connection between language and real objects. In this process, not only vivid literacy elements are incorporated, but also sensory integration training is cleverly combined. Rhythmic tapping enhances children's sense of rhythm and body coordination, allowing children to initially perceive the charm of language in a cheerful atmosphere and open the door to language learning; short sentence construction level, training is carried out through bilingual version of life scene short sentences and simple instructions. This method not only enables children to learn practical language expression, but also allows them to understand the meaning and use of language in real situations, laying a solid foundation for further language learning; narrative expression level, training is carried out through story fragments and dialogue scenes, the said story fragments and dialogue scenes include Chinese and English stories, the above content includes There are Chinese stories full of traditional cultural charm, as well as English stories full of exotic styles; at the logical reasoning level, through the bilingual version of the cause and effect text and the logical chain formed by the contrasting text, children are guided to think about the logical relationship between things; it not only cultivates children's logical thinking ability, but also allows them to use language to clearly express logical viewpoints. In the training process, combined with literacy teaching, it deepens children's understanding and memory of relevant Chinese characters and English words, improves children's spatial perception and logical thinking coordination ability, and lays the foundation for children's future learning and life; at the abstract thinking level, through the bilingual version of the metaphor text and multi-line narrative to build a debate framework, guide children to think about problems from different angles, express their unique insights in Chinese and English, and make simple and clear statements. Single point of view debate; Specifically, the early language input module includes: a written vocabulary input unit, which allows children to be exposed to rich vocabulary and standardized language expression through parent-child reading of picture books, reciting classic literary fragments, and telling stories and English vocabulary from 5 to 6 months old; a language interaction training unit, which designs a variety of language interaction training activities, including story retelling, role playing, and children's song creation; through story retelling, children's memory and language organization ability are trained; role playing allows children to simulate the characters in the story and express the characters' thoughts and emotions in their own language, thereby improving their language expression and communication skills; and children's song creation encourages children to use their imagination to create new stories based on the melody or rhythm of known children's songs;This module organically integrates language learning with literacy and sensory integration training, providing children with a comprehensive, multi-level language learning environment and laying a solid and comprehensive foundation for future learning and development.

[0017] The visual training module uses tangrams and building blocks as tools for visual training. Based on a given pattern or theme, children are asked to use tangrams to create corresponding shapes and tell the story behind them in both Chinese and English. For example, when children create a cute rabbit using tangrams, they will tell the rabbit's story in both Chinese and English. Children observe three-dimensional shapes on drawings, understand their structure and components, and use spatial imagination and hands-on manipulation to build corresponding shapes with building blocks. Children are then guided to describe their creations in both Chinese and English. This process not only tests children's spatial imagination and hands-on manipulation skills, but also requires their patience and concentration, as they constantly adjust the position and angle of the building blocks to ensure the accuracy of the constructed shape.

[0018] In the multi-sensory collaboration module, if a child correctly spells out the corresponding tangram image or builds the corresponding model, the teacher or parent will encourage them in Chinese or English by clapping and verbal praise. The multi-sensory collaboration module includes: a content-targeted unit, general praise, pointing to specific cognitive processes, including "You are awesome, you are great." However, it is difficult for children to understand why they are being praised, so the sensory engagement unit needs to cooperate. The sensory engagement unit uses a single language or material reward and is presented to children through hearing, vision, and touch. The hearing includes voice and applause. The vision includes light and shadow plus medals. The touch includes touch and praise stickers. Through this unit, children can clearly understand that they are praised for spelling out the tangram and building block images, which enhances their self-confidence and helps guide them to continuously strengthen these good cognitive habits and behavioral habits in the subsequent learning process. This module provides children with comprehensive and in-depth motivation from multiple dimensions through the coordinated operation of content-targeted units and sensory engagement units.

[0019] Piaget's Conservation Cognition Breakthrough Module helps children establish the concept of length conservation and build a scientific thinking model before going to school through various intuitive visual demonstrations and hands-on activities. The Piaget Conservation Cognition Breakthrough Module includes: the embryonic stage of conservation concept, when children are 3 to 4 years old, by using simple examples in both Chinese and English to show the changes in the shape or position of objects, but the actual quantity remains unchanged, through perceptual constancy stimulation to break the dominant thinking of image, through tactile verification and visual quantification dual-path stimulation of the parietal cortex and occipital cortex to weaken the dependence of the prefrontal cortex on image, and promote the initial establishment of conservation nerves; the transition period of conservation concept, when children are 5 years old, their thinking gradually shifts to more complex Formal transition: at this time, causal relationships are strengthened through reversible thinking training, the reversibility of operations can activate the working memory of the prefrontal lobe, and language reasoning can strengthen the left brain logic area, forming a conservation verification loop of action, language, and nerves, prompting them to form a more stable conservation concept in the brain; during the conservation concept consolidation period, when children are 5.5 to 6 years old, their thinking ability is more mature, and they can better carry out abstract thinking and concept transfer. At this time, the generalization transfer of conservation concepts is achieved through serialization and class inclusion tasks, and cross-modal tasks activate the brain's default mode network. This process can be achieved through actual life scenarios and game activities, allowing children to apply what they have learned in a real environment and promote the depth and breadth of learning.

[0020] The interactive learning platform develops a personalized learning path for each child based on their age, cognitive level and learning progress. Specifically, through real-time evaluation of children's performance during the learning process, including story comprehension, language expression, spatial cognition and other aspects, the platform intelligently adjusts the learning content and difficulty to ensure that each child can learn at a difficulty level that suits them and improve learning outcomes. Parents can also accompany their children to study together, understand their children's development in various aspects, enhance parent-child interaction and companionship, and promote the all-round development of children.

[0021] In the feedback and evaluation module, parents can record their children's learning progress in real time, organize and analyze their children's learning content, and communicate with teachers in a timely manner when problems arise. In addition, children's learning outcomes are regularly evaluated comprehensively. Evaluation indicators include audio-visual memory, spatial perception, language expression ability, and creativity. By analyzing children's performance in story comprehension, vocabulary mastery, puzzle speed and accuracy, and block building creativity, a detailed evaluation report is generated to provide a reference for parents and educators so that they can adjust teaching methods and learning content in a timely manner to meet children's personalized development needs.

[0022] The intelligent interactive terminal is used to play short-duration guidance videos and interact with physical teaching aids; the guidance videos include Chinese videos, English videos and sensory integration videos; the sensory integration videos are also applicable to the above modules, which help children improve the coordination between various sensory systems and enhance their learning and life skills.

[0023] The above description is only a preferred embodiment of the present invention and is not intended to limit the present invention. Any modifications, equivalent substitutions and improvements made within the spirit and principles of the present invention shall be included in the scope of protection of the present invention.

Claims

1. An interactive learning system combining early language input and visual training, characterized by: Includes the following modules: The early language input module has a multi-level content system built according to age, covering single words, short sentences, story fragments, logical reasoning texts, basic English words, and matching the laws of children's cognitive development; Design multi-language interactive training, create new nursery rhymes and Chinese character story designs based on the melodies and rhythms of known nursery rhymes; The visual training module uses tangrams and building blocks as tools for visual training. Children are asked to create corresponding shapes using tangrams based on a given pattern or theme, and then share the story behind the shapes in both languages. Children observe three-dimensional shapes on blueprints, understand their structure and components, and use spatial imagination and hands-on manipulation to create corresponding shapes using building blocks. Children are then guided to describe their creations in both languages. In the multi-sensory collaboration module, if a child correctly spells out the corresponding tangram image or builds the corresponding model, the teacher or parent will encourage them in Chinese or English through applause and verbal praise. The Piagetian Conservation Cognitive Breakthrough Module helps children establish the concept of length conservation and build scientific thinking patterns before school through a variety of intuitive visual demonstrations and hands-on activities. The interactive learning platform develops a personalized learning path for each child based on their age, cognitive level, and learning progress. Parents can also accompany their children in learning and understand their children's development in all aspects. Feedback and evaluation module: parents can record their children's learning progress in real time, organize and analyze their children's learning content, and communicate with teachers in a timely manner when problems arise. Parents can also regularly conduct comprehensive evaluations of their children's learning outcomes, with evaluation indicators including visual and auditory memory, spatial perception, language expression ability, and creativity. Smart interactive terminal, used to play short-duration guidance videos and interact with physical teaching aids.

2. The interactive learning system combining early language input and visual training according to claim 1, characterized in that: The multi-level content system in the early language input module includes: At the basic perceptual level, the connection between language and objects is established through words / reduplicated words, onomatopoeia, basic English words, language interactive games, and rhythmic tapping; The short sentence construction level is trained through bilingual short sentences of daily life scenarios and simple instructions; Narrative expression level, trained through story fragments and dialogue scenes, including Chinese and English stories; Logical reasoning level, through bilingual causal texts and comparative texts to form logical chains for training; Abstract thinking level, constructing a debate framework through bilingual metaphorical texts and multi-line narratives.

3. The interactive learning system combining early language input and visual training according to claim 1, characterized in that: The early language input module comprises: The written vocabulary input unit, starting from 5 to 6 months old, allows children to be exposed to a rich vocabulary and standard language expressions through parent-child reading of picture books, reciting classic literary excerpts, and using text-based storytelling and English vocabulary. The language interaction training unit designs a variety of language interaction training activities, including story retelling, role-playing, and nursery rhyme creation. Through story retelling, children's memory and language organization ability are exercised; role-playing allows children to simulate the characters in the story, express the characters' thoughts and emotions in their own language, and improve their language expression and communication skills; nursery rhyme creation encourages children to use their imagination and create new stories based on known nursery rhyme melodies or rhythms.

4. The interactive learning system combining early language input and visual training according to claim 1, characterized in that: The multi-sensory collaboration module includes: Content-targeted units use general praise that points to specific cognitive processes, including "You are awesome" and "You are great"; Sensory engagement unit, single language or material reward; presented to children through hearing, vision, and touch; the hearing includes: voice and applause; the vision includes: light and shadow plus medals; the touch includes: touching and praise stickers.

5. The interactive learning system combining early language input and visual training according to claim 1, characterized in that: The Piagetian Conservation Cognition Breakthrough Module includes: During the embryonic stage of the concept of conservation, when children are 3 to 4 years old, we use bilingual perceptual constancy stimulation in Chinese and English to break the dominance of imagery in thinking. We also stimulate the parietal and occipital cortices through tactile verification and visual quantification to weaken the reliance on prefrontal imagery and promote the initial establishment of conservation neurons. During the transitional period of conservation concepts, when children are 5 years old, causal relationships are strengthened through reversible thinking training. The reversibility of operations activates the working memory of the prefrontal lobe, and language reasoning strengthens the logic area of ​​the left brain, forming a conservation verification loop of action, language, and nerves. During the conservation concept consolidation period, when children are 5.5 to 6 years old, the generalization transfer of conservation concepts is achieved through sequencing and class inclusion tasks, and cross-modal tasks activate the brain's default mode network.

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