Two-language learning and interdisciplinary cognitive construction-based training system and two-language learning and interdisciplinary cognitive construction-based training method

Abstract

The invention discloses a two-language learning and interdisciplinary cognitive construction training system and method, which adopts a 7 + 1 core model of'structured task training of 7 days per week and one closed-loop detection ', is a cognitive and language double-track development system, and comprises a teacher module and a student module, a forced English learning cognition closed loop is formed through a seven-day structured task chain in a systematic input stage and one-time multi-dimensional detection in a closed loop detection stage, the system combines language acquisition with contents of science, technology, engineering, mathematics and the like, and realizes deep fusion of language acquisition and interdisciplinary knowledge construction. By creating a mandatory and double-track integration system of'seven-day structured task training and one-time closed-loop detection ', language learning is sublimated into interdisciplinary cognitive practice for exploring the world through English, the problems of splitting and thinning of an existing tool are fundamentally solved, and an efficient path is provided for cultivating compound talents adapting to the future.

Description

Technical Field

[0001] This invention relates to the field of smart education technology, specifically to a training system and method based on second language acquisition and interdisciplinary cognitive construction. Background Technology

[0002] English learners generally face the dilemma of "mute English" and "Chinese translation thinking". Although there are many auxiliary tools on the market, such as Xiaoxiaoyouqu, which provides a wealth of audio-visual resources; software with follow-up reading function, such as Quyinpei; and vocabulary applications that utilize visual memory, such as Baicizhan, most of them are "fragmented language learning tools" rather than "integrated learning objectives".

[0003] They may provide resources, train pronunciation, or help memorize words, which can improve the experience of a single function, such as richer resources, more accurate reading comprehension scores, and more exquisite pictures. However, there is a lack of mandatory and logical internal connection between the functions, and learners' usage behavior is random and sporadic, which cannot be accumulated into deep structured cognition.

[0004] Each platform can improve some skills, but it can never meet the needs of a single system to simultaneously cultivate students' English thinking and comprehensive literacy. There is a significant gap between this and the core literacy goal required by the new curriculum standards, which is to develop "thinking quality, cultural awareness and learning ability" in language learning.

[0005] The market urgently needs a solution that can penetrate all the above pain points, systematically combine language acquisition with content from science, technology, engineering, mathematics, etc., deeply integrate language with interdisciplinary knowledge construction, and forcefully integrate "comprehensible input", "meaning construction", "high-frequency practice" and "thinking output" into an end-to-end solution. Summary of the Invention

[0006] In view of the problems existing in the prior art, the present invention discloses a training system based on second language acquisition and interdisciplinary cognitive construction. The technical solution adopted is a "7+1" core model of "7 days of structured task training and 1 closed-loop test per week". It is a dual-track development system for cognition and language, including teacher module and student module. Through the 7-day structured task chain in the systematic input stage and the 1 multi-dimensional test in the closed-loop test stage, a mandatory English learning cognitive closed loop is formed, realizing the deep integration of language acquisition and interdisciplinary knowledge construction.

[0007] As a preferred embodiment of the present invention, the teacher module performs the following preprocessing steps: Step A1: Select interdisciplinary original cultural and scientific educational audio-visual materials that are suitable for the cognitive level and language ability of students at different grade levels, and decode the materials in a comprehensible way; Step A2: Decompose the decoded long video into multiple short video modules focusing on the core research question according to interdisciplinary cognitive logic; Step A3: Create corresponding mind map modules based on the featured short videos; Step A4: Extract the core language from the short video and add images and voiceovers to generate a visual dictionary module with image and voice comparison; Step A5: Package the shadow reading video module, short video module, mind mapping module, and visual dictionary module into a daily task package, create a task library, and release and execute them according to the "7+1" cycle.

[0008] As a preferred technical solution of the present invention, the interdisciplinary original cultural and educational audiovisual materials are BBC science popularization audiovisual content, with the core inquiry questions pointing to at least one of the following disciplines: animal husbandry, physics, food engineering, and mathematics. The duration of the focus short videos is 1-1.5 minutes.

[0009] As a preferred technical solution of the present invention, the visual dictionary module takes core word blocks as the smallest unit, and each word block corresponds to a scene-based schematic diagram and original audio, establishing a direct and unmediated connection between the "English sound stream" and the "overall conceptual image".

[0010] As a preferred technical solution of the present invention, the student module includes five operation interfaces: audiovisual training, visual dictionary, mind map, core word reading, and core word dictation. Each interface is configured with corresponding training tasks and teacher verification steps. The verification dimensions cover at least one of pronunciation, fluency, accuracy, logical coherence, vocabulary diversity, grammatical diversity, spelling accuracy, and spelling accuracy.

[0011] A method based on a second language acquisition and interdisciplinary cognitive construction training system, applying the aforementioned English training system based on second language acquisition and interdisciplinary cognitive construction, includes the following steps: Step B1: Systematic Input Phase: Perform structured task training for 7 consecutive days to complete the deconstruction of interdisciplinary knowledge and language internalization; Step B2: Closed-loop testing phase: On day 7+1, conduct mind map creation and presentation training, conduct multi-dimensional closed-loop testing, and complete the verification of learning outcomes and ability transformation.

[0012] As a preferred embodiment of the present invention, days 1-4 of the systematic input phase are designated as structured input and construction days, and the tasks performed each day include: Audiovisual training: Shadow reading aloud the short video that is the focus of the day to activate English pronunciation awareness; Visual dictionary learning: Master 8-10 visual dictionary units for the day and establish direct connections between sound, meaning, and interdisciplinary principles; Mind map construction: Build mind map branches around the core research question of the day, and carry out logical integration and secondary processing of information.

[0013] As a preferred technical solution of the present invention, the 5th to 7th days of the systematic input stage are the internalization and integration days, during which comprehensive review training, reading aloud, strengthening auditory recognition, and preparing for independent description based on mind maps are carried out to realize the transfer of the input content and thinking of the first 4 days to independent spelling, reading ability, and spelling ability.

[0014] As a preferred embodiment of the present invention, the multi-dimensional closed-loop detection is a three-dimensional detection, specifically including the following steps: Step C1: Audiovisual materials and listening and speaking tests: to check students' reading comprehension and understanding of the audiovisual materials, and to confirm the internalization effect of the audiovisual input; Step C2: Core Vocabulary and Reading / Writing Test: Through picture-based word recognition, pointing to and reading core words, and listening to and spelling words, students' understanding of the meaning of core vocabulary and their comprehensive abilities in listening, speaking, reading, and writing are assessed. Step C3: Mind Map and Speech Test: Learners are required to complete a timed oral retelling based on a self-created complete mind map to test their language organization and logical thinking abilities.

[0015] The beneficial effects of this invention are: 1. This invention, through its system and method, creates a mandatory, dual-track integrated system of "7 days of structured task training and 1 closed-loop test," which elevates language learning to an interdisciplinary cognitive practice of exploring the world through English. It fundamentally solves the problems of fragmentation and superficiality of existing tools and provides an efficient path for cultivating interdisciplinary talents who can adapt to the future. 2. The shift from "tool set" to "training system": This invention does not provide better eye-reading tools or a richer dictionary, but rather a complete "training operating system." It forcibly assembles discrete "resources," "eye-reading," "pictures," and other "building blocks" into an indivisible process for cultivating an "English thinking edifice" according to a scientific "language acquisition blueprint." Users cannot skip or use any particular step alone, thus ensuring the integrity of the training path and the inevitability of its effects. 3. The shift from "optional activities" to "mandatory closed loop": Compared to the app usage model that relies on self-discipline, the "7+1" model of this invention is a learning protocol with time and logical constraints. Through system design, it externally forces learners to go through a complete chain from structured input to mind map internalization, and then to mind map-based oral output. 4. The shift from “learning a language” to “thinking with a language”: Empirical cases, such as kindergarten students mastering the entire process of “making ice cream” in a week, show that the final output of this invention is not an isolated language knowledge point. This achieves a leap from “learning English” to “learning, thinking and expressing in English”, directly achieving the deep integration of language ability, thinking quality and learning ability advocated by the new curriculum standards. This is a goal that no single function or loosely combined tool can achieve. 5. Achieving a deep chemical reaction between "language acquisition" and "knowledge construction" to generate cognitive synergistic gains: This invention enables language learning to be deeply bound to and mutually promote the learning of concepts such as science and mathematics in the same cognitive process through "interdisciplinary cognitive logic slicing" and "principle visualization scaffolding". Attached Figure Description

[0016] Figure 1 The process of this invention Figure 1 ;

[0017] Figure 2 The process of this invention Figure 2 ;

[0018] Figure 3 Scenario for embodiments of the present invention Figure 1 ;

[0019] Figure 4 Scenario for embodiments of the present invention Figure 2 ;

[0020] Figure 5 Scenario for embodiments of the present invention Figure 3 ;

[0021] Figure 6 Scenario for embodiments of the present invention Figure 4 ;

[0022] Figure 7 Scenario for embodiments of the present invention Figure 5 ;

[0023] Figure 8 Scenario for embodiments of the present invention Figure 6 ;

[0024] Figure 9 This is the mind map framework for the present invention;

[0025] Figure 10 This is an example of a mind map for this invention;

[0026] Figure 11 This is example two of the mind maps for this invention;

[0027] Figure 12 This is example three of the mind maps for this invention;

[0028] Figure 13 This is the fourth example of a mind map for this invention. Detailed Implementation

[0029] Example 1

[0030] like Figures 1 to 8 As shown, this invention discloses a training system based on second language acquisition and interdisciplinary cognitive construction. The technical solution employs a "7+1" core model of "7 days of structured task training and 1 closed-loop test per week," forming a dual-track cognitive and language development system. It includes a teacher module and a student module. Through a 7-day structured task chain in the systematic input phase and a single multi-dimensional test in the closed-loop test phase, a mandatory English learning cognitive closed loop is formed, achieving a deep integration of language acquisition and interdisciplinary knowledge construction. The teacher module performs the following preprocessing steps: Step A1: Select interdisciplinary original educational and scientific audiovisual materials that are suitable for the cognitive levels and language abilities of students at different grade levels, and decode the materials in a comprehensible way; establish a direct, unmediated connection between the "English sound stream" and the "overall conceptual imagery," and fundamentally avoid the interference of Chinese translation by using scene diagrams and dubbing of the actions or overall conceptual images referred to by word chunks to transform all "incomprehensible input" into comprehensible input. Step A2: Decompose the decoded long video into multiple short video modules focused on the core inquiry question according to interdisciplinary cognitive logic; for example, for the topic of "ice cream making", extract the progressive question "How to collect milk?"; this step is not a simple extraction, but a logical reorganization based on teaching objectives, so that each short video becomes a "mini research project" with a clear objective. Step A3: Create corresponding mind map modules based on the featured short videos; Step A4: Extract the core language from the short video and add images and voiceovers to generate a visual dictionary module with image and voice comparison; Step A5: Package the shadow reading video module, short video module, mind mapping module, and visual dictionary module into a daily task package, create a task library, and release and execute them according to the "7+1" cycle;

[0031] The interdisciplinary original cultural and scientific audiovisual materials are BBC science popularization audiovisual content, with core inquiry questions pointing to cognitive objectives in at least one of the following disciplines: animal husbandry, physics, food engineering, and mathematics. The focus short videos are 1-1.5 minutes long.

[0032] The visual dictionary module uses core word blocks as the smallest unit. Each word block corresponds to a scene-based illustration and original audio, establishing a direct and unmediated connection between the "English sound stream" and the "overall conceptual image".

[0033] The student module includes five main user interfaces: audiovisual training, visual dictionary, mind map, core word reading, and core word dictation. Each interface is configured with corresponding training tasks and teacher verification steps. The verification dimensions cover at least one of the following: pronunciation, fluency, accuracy, logical coherence, vocabulary diversity, grammatical diversity, spelling accuracy, and spelling accuracy.

[0034] A method based on a second language acquisition and interdisciplinary cognitive construction training system, using an English training system based on second language acquisition and interdisciplinary cognitive construction, includes the following steps: Step B1: Systematic Input Phase: Perform structured task training for 7 consecutive days to complete the deconstruction of interdisciplinary knowledge and language internalization; Step B2: Closed-loop testing phase: On day 7+1, conduct mind map creation and presentation output training, conduct multi-dimensional closed-loop testing, and complete the verification of learning outcomes and ability transformation.

[0035] Days 1-4 of the systematic input phase are designated as structured input and construction days. The tasks performed each day include: Audiovisual training: Complete shadow reading of the day's featured short video to activate English phonological awareness; by assigning shadow reading tasks, activate students' English phonological awareness, help students internalize English pronunciation and intonation, form a standard pronunciation, and improve fluency of expression. Transform incomprehensible input into vivid and contextualized concepts, so that students can understand directly without Chinese assistance through the correspondence between sound and visual interpretation. Visual dictionary learning: Master 8-10 visual dictionary units per day and establish direct connections between sound, meaning, and interdisciplinary principles; for example, build a visual scaffold for students: create a "visual dictionary" with direct definition function for the key language units—core word blocks—in each short video; each word block (such as "attach the equipment to the cow's sudder") corresponds to a scene-based illustration and the original audio of the word block;

[0036] Mind Map Construction: Learners build branching mind maps around the day's core inquiry questions, logically integrating and reprocessing information. By assigning mind map tasks, learners are compelled to engage in logical integration. Through this secondary processing and logical organization of information, input is transformed into an internal cognitive structure. Learners then deliver structured presentations based on their self-created complete mind maps. This not only tests language organization skills but also directly externalizes and evaluates their logical thinking abilities, achieving the ultimate verification of whether "learning truly occurred."

[0037] Days 5-7 of the systematic input phase are for internalization and integration. They include comprehensive review training, reading aloud, strengthening auditory recognition, and preparing for independent description using mind maps. This helps to transfer the input content and thinking from the first four days to independent phonics, reading ability, and spelling ability.

[0038] Multi-dimensional loop closure detection is a three-dimensional detection method, which specifically includes the following steps: Step C1: Audiovisual materials and listening and speaking tests: To check students' reading comprehension and understanding of the audiovisual materials, and to confirm the internalization effect of the audiovisual input; to confirm the internalization effect of the audiovisual input, and to help students internalize the speech flow and rhythm. Step C2: Core Vocabulary and Reading / Writing Test: Through picture-based word recognition, pointing to and reading core words, and listening to and spelling words, students' understanding of the meaning of core vocabulary and their comprehensive abilities in listening, speaking, reading, and writing are assessed. Step C3: Mind Mapping and Presentation Test: Learners are required to complete a timed oral retelling based on a self-created complete mind map, testing their language organization and logical thinking abilities. This forces learners to actively organize internalized, fragmented information into logical language expression, truly reflecting "thinking" rather than "memorization." This not only tests language organization skills but also directly externalizes and evaluates their logical thinking abilities. This stage constitutes an unskippable learning feedback loop, ensuring that "learning" leads to "application," completing a full cognitive loop from passive reception to active construction.

[0039] Example 2

[0040] Target audience and materials:

[0041] Target group: 5 kindergarten students (aged 5-6) with no prior English knowledge;

[0042] Target material: The "Ice Cream" episode from the BBC children's science animation "Do You Know?", approximately 6 minutes long; the content covers animal husbandry, physics (thermodynamics, changes of state), food engineering, and basic mathematics (negative numbers), constituting a dual "incomprehensible input" for the target users in terms of both language and cognition;

[0043] Preprocessing stage

[0044] Perform the following key preprocessing steps:

[0045] Interdisciplinary cognitive logic slice: Analyze the video and extract 4 driving questions: ①How to collect the milk? (daily process), ②How the ice cream is made? (food safety / chemical mixture), ③The infrared themometer and batch freezer? (physical light reflection / liquid solidification), ④How to add flares? (involving the concept of numbers); each question points to a clear disciplinary cognitive goal; Task packaging: Based on the question, edit the original video into 4 focused short videos (each 1-1.5 minutes) to form a daily task package; Contextualized visual scaffolding construction: Creating approximately 32 visual dictionary units, such as: "attach the equipment": accompanied by a complete operational diagram of milking equipment connecting to a cow's udder, conveying the overall action concept; such as... Figure 7 As shown; "the runny liquid to solid frozen": accompanied by a diagram of the gradual transformation from liquid to solid, revealing the physical phenomenon of solidification; such as Figure 8 As shown, "infrared thermometer" refers to a thermometer equipped with a temperature gun to measure temperature, which relates to the mathematical concepts of numbers and temperature measurement. Implementation of the "7+1" compulsory training program: Days 1-4 (Structured Input and Construction Days), daily execution: ① Shadow reading of the day's featured short video; ②Study 8-10 visual dictionary units each day to establish a direct connection between sound, meaning, and principle; ③ Construct mind map branches around the day's problem; Days 5-7 (Internalization and Integration Days): Comprehensive refresher training, reading aloud, strengthening auditory recognition, and preparing for independent description based on mind maps; Day 8 (Closed-loop inspection day): Conduct 3D inspection: ① Thematic listening comprehension; ② Oral retelling based on a self-built complete mind map must demonstrate the causal logic between steps; ③ Core keyword application test.

[0046] Effect verification and advantage analysis

[0047] An assessment one week later showed:

[0048] Solving the screening dilemma: Students spend 100% of their time digesting the established high-quality content, with a clear and efficient path;

[0049] To address the root cause of empty understanding: students should understand "infrared thermometer" as a holistic functional concept of "a gun for measuring temperature," rather than just an empty word;

[0050] Revolutionizing monotonous memorization: The 32 word chunks are cognitive byproducts naturally acquired during the exploration of the "ice cream factory," providing sustained motivation;

[0051] Achieving dual-track training: Students can use causal sentences such as "because it needs to be very cold to freeze" in their retelling, demonstrating an initial integration of scientific thinking and language expression;

[0052] The invention produced unexpected results: a child with no prior knowledge of English could understand complex processes and logically retell them through pure English materials within a week. This leap in overall ability is something that cannot be achieved by using any existing tools alone or in combination, demonstrating the synergistic gain effect generated by the deep coupling of the system modules of this invention.

[0053] Components not described in detail in this article are existing technologies.

[0054] While the specific embodiments of the present invention have been described in detail above, the present invention is not limited to the above embodiments. Within the scope of knowledge possessed by those skilled in the art, various changes can be made without departing from the spirit of the present invention, and modifications or variations without creative effort are still within the protection scope of the present invention.

Claims

1. A training system based on second language acquisition and interdisciplinary cognitive construction, characterized in that, The "7+1" core model, consisting of "7 days of structured task training and 1 closed-loop test per week," is a dual-track system for cognitive and language development. It includes teacher and student modules. Through a 7-day structured task chain in the systematic input phase and a 1-time multi-dimensional test in the closed-loop test phase, a mandatory cognitive loop for English learning is formed, achieving a deep integration of language acquisition and interdisciplinary knowledge construction.

2. The training system based on second language acquisition and interdisciplinary cognitive construction according to claim 1, characterized in that: The teacher module performs the following preprocessing steps: Step A1: Select interdisciplinary original cultural and scientific educational audio-visual materials that are suitable for the cognitive level and language ability of students at different grade levels, and decode the materials in a comprehensible way; Step A2: Decompose the decoded long video into multiple short video modules focusing on the core research question according to interdisciplinary cognitive logic; Step A3: Create corresponding mind map modules based on the featured short videos; Step A4: Extract the core language from the short video and add images and voiceovers to generate a visual dictionary module with image and voice comparison; Step A5: Package the shadow reading video module, short video module, mind mapping module, and visual dictionary module into a daily task package, create a task library, and release and execute them according to the "7+1" cycle.

3. The training system based on second language acquisition and interdisciplinary cognitive construction according to claim 2, characterized in that: The interdisciplinary original cultural and educational audiovisual materials are BBC science popularization audiovisual content, with core inquiry questions pointing to cognitive goals in at least one of the following disciplines: animal husbandry, physics, food engineering, and mathematics. The focus short videos are 1-1.5 minutes long.

4. The training system based on second language acquisition and interdisciplinary cognitive construction according to claim 2, characterized in that: The visual dictionary module uses core word blocks as the smallest unit, with each word block corresponding to a scene-based diagram and original audio, establishing a direct, unmediated connection between the "English sound stream" and the "overall conceptual image".

5. The training system based on second language acquisition and interdisciplinary cognitive construction according to claim 1, characterized in that: The student module includes five main operation interfaces: audiovisual training, visual dictionary, mind map, core word reading, and core word dictation. Each interface is configured with corresponding training tasks and teacher verification steps. The verification dimensions cover at least one of the following: pronunciation, fluency, accuracy, logical coherence, vocabulary diversity, grammatical diversity, spelling accuracy, and spelling accuracy.

6. A method based on a second language acquisition and interdisciplinary cognitive construction training system, characterized in that: The English training system based on second language acquisition and interdisciplinary cognitive construction as described in any one of claims 1-5 includes the following steps: Step B1: Systematic Input Phase: Perform structured task training for 7 consecutive days to complete the deconstruction of interdisciplinary knowledge and language internalization; Step B2: Closed-loop testing phase: On day 7+1, conduct mind map creation and presentation training, conduct multi-dimensional closed-loop testing, and complete the verification of learning outcomes and ability transformation.

7. The training method based on second language acquisition and interdisciplinary cognitive construction according to claim 6, characterized in that: Days 1-4 of the systematic input phase are designated as structured input and construction days, and the tasks performed each day include: Audiovisual training: Shadow reading aloud the short video that is the focus of the day to activate English pronunciation awareness; Visual dictionary learning: Master 8-10 visual dictionary units for the day and establish direct connections between sound, meaning, and interdisciplinary principles; Mind map construction: Build mind map branches around the core research question of the day, and carry out logical integration and secondary processing of information.

8. The training method based on second language acquisition and interdisciplinary cognitive construction according to claim 7, characterized in that: Days 5-7 of the systematic input phase are designated as internalization and integration days. These days involve comprehensive review and practice, enhanced auditory recognition, and preparation for independent description using mind maps. This process aims to transfer the input content and thinking from the first four days to independent phonics, reading, and spelling abilities.

9. A training method based on second language acquisition and interdisciplinary cognitive construction according to claim 6, characterized in that: The multi-dimensional closed-loop detection is a three-dimensional detection, specifically including the following steps: Step C1: Audiovisual materials and listening and speaking tests: to check students' reading comprehension and understanding of the audiovisual materials, and to confirm the internalization effect of the audiovisual input; Step C2: Core Vocabulary and Reading / Writing Test: Through picture-based word recognition, pointing to and reading core words, and listening to and spelling words, students' understanding of the meaning of core vocabulary and their comprehensive abilities in listening, speaking, reading, and writing are assessed. Step C3: Mind Map and Speech Test: Learners are required to complete a timed oral retelling based on a self-created complete mind map to test their language organization and logical thinking abilities.

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