Knowledge management method for multi-role user-oriented mind visualization picture book learning

Abstract

The present application relates to the technical field of educational aids, and especially to a knowledge management method for multi-role user's thinking visualization picture book learning, comprising the following steps: S1, role definition and demand analysis: determining the involved roles, the roles including students, teachers and parents, designing questionnaires for different roles and collecting demands; S2, knowledge content structuring: classifying knowledge according to themes, difficulties and roles, forming a hierarchical classification framework, adding labels to each knowledge point, and then integrating the classified and labeled knowledge points into a structured knowledge base; S3, thinking visualization: selecting mind maps or concept maps, converting knowledge content into picture book form, and combining pictures and texts to show; through accurately meeting the demands of multi-role users, the learning pertinence is improved; structured knowledge management and visual presentation enhance learning efficiency and experience; dynamic learning tracking and continuous optimization ensure learning effectiveness and knowledge base practicability.

Description

Technical Field

[0001] This invention relates to the field of educational aids technology, specifically a knowledge management method for mind visualization picture book learning for multi-role users. Background Technology

[0002] Visual picture books for children's learning are educational tools that combine images, text, and interactive elements, aiming to help children understand and master knowledge more intuitively and interestingly through visualization.

[0003] According to CN113918784A, a method and system for mining the interests of young children are disclosed. This technology discloses "a method and system for mining the interests of young children, the method including: establishing a basic knowledge database and classifying and storing basic knowledge; receiving and recognizing search and wake-up commands input by young users, retrieving relevant knowledge from the database and displaying it to the young users; recording and statistically analyzing the learning data of young users, establishing individual data models of young users through big data, analyzing the learning interests of young users through the data models, and displaying the conclusions of the interest points. Correspondingly, the system includes technical solutions such as a basic knowledge classification module, a knowledge search and interaction module, an intelligent statistical analysis module, and a profile conclusion display module." It has the technical effect of "based on the instinct of people to pay more attention to and invest more in things they are interested in, constructing individual data models based on learning data during the growth period of young children, finding interest directions, so as to better cultivate children's cognition and learning habits, and providing differentiated and personalized education while learning universal knowledge."

[0004] Traditional knowledge bases often lack accurate identification and classification of the needs of users with multiple roles, resulting in the inability to effectively meet the needs of students, teachers and parents, and the lack of targeted and practical design of learning resources. Secondly, knowledge content is usually presented in text or single form, lacking a structured and hierarchical classification framework, making it difficult for users to quickly locate the resources they need, resulting in low learning efficiency.

[0005] content

[0006] To address the shortcomings of existing technologies, this invention provides a knowledge management method for mind visualization picture book learning for multi-role users. By accurately meeting the needs of multi-role users, it improves the relevance of learning; structured knowledge management and visualization enhance learning efficiency and experience; dynamic learning tracking and continuous optimization ensure learning effectiveness and the practicality of the knowledge base.

[0007] To achieve the above objectives, the present invention provides a knowledge management method for mind visualization picture book learning for multi-role users, comprising the following steps:

[0008] S1, Role Definition and Needs Analysis: Identify the roles involved, including students, teachers, and parents; design questionnaires for different roles and collect their needs.

[0009] S2, Knowledge Content Structuring: Classify knowledge by topic, difficulty, and role to form a hierarchical classification framework, add tags to each knowledge point, and then integrate the classified and tagged knowledge points into a structured knowledge base;

[0010] S3, Mind Visualization: Choose a mind map or concept map to transform knowledge into a picture book format and present it in a way that combines text and images.

[0011] S4, Learning Progress Tracking: Track the progress of each role;

[0012] S5, Evaluation and Optimization: Collect user feedback data, analyze user feedback and learning outcomes data using statistical methods, and summarize the data analysis results into a report.

[0013] Preferably, in step S1, the survey data from the questionnaire is categorized and organized, the needs of each role are extracted, and the data is converted into a corresponding list.

[0014] Preferably, the topics in S2 are divided according to subject, the difficulty is divided into beginner, intermediate and advanced levels according to the complexity of the learning content, and the roles are divided into students, teachers and parents according to the target users.

[0015] Preferably, the hierarchical classification framework in S2 is divided into primary classification, secondary classification, tertiary classification and quaternary classification.

[0016] Preferably, the tags in S2 include applicable time tags, topic tags, and format tags.

[0017] Preferably, in step S3, the theme and target users of the picture book are determined based on the knowledge content, the knowledge points are integrated into the storyline, the text content of the picture book is written, and corresponding pictures are inserted according to the script content.

[0018] Preferably, the tracking content for the user in S4 includes completed learning tasks, mastery of knowledge points, and learning duration.

[0019] Preferably, in step S5, the knowledge base content is updated and supplemented based on user feedback and learning outcomes, and the structure and classification method of the knowledge base are adjusted according to the user's usage habits and learning needs.

[0020] This invention provides a knowledge management method for mind visualization picture book learning for multi-role users. Compared with existing technologies, it has the following advantages:

[0021] 1. Through meticulous role definition and needs analysis, we ensure that the learning content closely aligns with the actual needs of students, teachers, and parents. A structured knowledge base and hierarchical classification framework enable users to quickly locate and access the learning resources they need, significantly saving time and effort. Simultaneously, the visually appealing picture book format, combined with vivid illustrations and text, makes complex knowledge intuitive and easy to understand, enhancing the fun and engagement of learning.

[0022] 2. Knowledge points are categorized and integrated according to topic, difficulty, and role, forming a complete knowledge system. During the learning process, users can clearly see the structure and connections of the knowledge, which helps to form a systematic knowledge framework. At the same time, the learning progress tracking function records the user's learning progress in real time, helping users to promptly identify knowledge gaps and conduct targeted supplementation and reinforcement.

[0023] 3. Through diverse tags and abundant picture book resources, users can flexibly choose learning content and methods that suit their interests, abilities, and learning progress. At the same time, the evaluation and optimization mechanism continuously optimizes the content and structure of the knowledge base based on users' learning outcomes and feedback data to ensure the timeliness and relevance of learning resources. Attached Figure Description

[0024] Figure 1 This is a diagram illustrating the method steps of the present invention. Detailed Implementation

[0025] The technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of the present invention, and not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of the present invention.

[0026] Please see Figure 1 This invention provides a technical solution: a knowledge management method for mind visualization picture book learning for multi-role users, comprising the following steps:

[0027] S1, Role Definition and Needs Analysis: Identify the roles involved, including students, teachers, and parents; design questionnaires for different roles and collect their needs.

[0028] S2, Knowledge Content Structuring: Classify knowledge by topic, difficulty, and role to form a hierarchical classification framework, add tags to each knowledge point, and then integrate the classified and tagged knowledge points into a structured knowledge base;

[0029] S3, Mind Visualization: Choose a mind map or concept map to transform knowledge into a picture book format and present it in a way that combines text and images.

[0030] S4, Learning Progress Tracking: Track the progress of each role;

[0031] S5, Evaluation and Optimization: Collect user feedback data, analyze user feedback and learning outcomes data using statistical methods, and summarize the data analysis results into a report.

[0032] In this implementation plan, firstly, by defining roles and analyzing needs, the needs of students, teachers, and parents are accurately identified and met, enhancing the relevance and personalization of learning. Secondly, the structured and hierarchical classification framework of knowledge content enables users to quickly locate the resources they need, improving learning efficiency. The visual picture book format, combined with rich illustrations and text, makes complex knowledge easier to understand and remember, stimulating users' learning interest. The learning progress tracking function, by recording task completion, knowledge mastery, and learning time, helps users understand their learning progress in real time and optimize their learning strategies. Finally, through continuous evaluation and optimization, the knowledge base content is constantly updated and improved, ensuring that it always meets user needs and learning goals. This method not only enhances the user's learning experience and effectiveness but also promotes the systematic management of knowledge.

[0033] Specifically, in S1, the survey data from the questionnaire is categorized and organized, the needs of each role are extracted, and converted into corresponding lists.

[0034] In this embodiment, the questionnaire data is classified according to user roles (such as students, teachers, and parents), and then according to demand types (such as functional demands, content demands, and experience demands). Through quantitative analysis (such as statistical frequency and average rating) and qualitative analysis (such as text analysis and topic extraction), the core needs of users are extracted. Then, the functional demands of users are transformed into specific functional points, and finally, the content demands of users are transformed into specific content types.

[0035] Specifically, the topics in S2 are divided according to subject, the difficulty is divided into beginner, intermediate and advanced levels according to the complexity of the learning content, and the roles are divided into students, teachers and parents according to the target users.

[0036] In this embodiment, the topics are divided into different disciplines such as mathematics, science, language, and art based on the subject attributes of the knowledge content. Users can choose relevant learning content according to their subject needs. The complexity of the learning content is divided into three levels: beginner, intermediate, and advanced. Users can choose suitable learning content according to their own level and avoid the learning effect being affected by the difficulty being too high or too low. According to the target user group, the roles are divided into different categories such as students, teachers, and parents to ensure that users in different roles can find learning content suitable for them. Users can quickly locate the learning resources they need through subject, difficulty, and role classification.

[0037] Specifically, the hierarchical classification framework in S2 is divided into primary, secondary, tertiary and quaternary classifications.

[0038] In this embodiment, a primary classification dimension (such as "thinking methods," "subject knowledge," "role zone," etc.) is determined based on the macro-domain of the knowledge content or the target user group. Based on the primary classification, a secondary classification dimension (such as "logical thinking," "creativity," "problem solving," etc.) is determined based on the theme or function of the knowledge content. Based on the secondary classification, a tertiary classification dimension (such as "inductive reasoning," "deductive reasoning," "critical thinking," etc.) is determined based on the specific content or application scenario of the knowledge points. Based on the tertiary classification, a quaternary classification dimension (such as "beginner picture books," "intermediate videos," "advanced interactive exercises," etc.) is determined based on the difficulty, form, or applicable scenario of the knowledge points. This hierarchical classification framework helps users quickly understand the overall structure and specific content of the knowledge base, and allows them to quickly locate the learning resources they need through hierarchical classification, helping users systematically learn and master knowledge in a specific field.

[0039] Specifically, the tags in S2 include applicable time tags, topic tags, and format tags.

[0040] In this embodiment, the time is divided into short-term (e.g., 15 minutes), medium-term (e.g., 1 hour), and long-term (e.g., multiple days) ranges according to the duration of the learning task, allowing users to choose a suitable learning task based on their own schedule; the topics are divided into logical thinking, problem-solving, and creativity according to the content of the knowledge points, allowing users to choose learning content for specific topics according to their interests or needs; and the formats of the learning resources are divided into picture books, videos, audio, and interactive exercises, allowing users to choose a suitable resource format according to their learning preferences.

[0041] Specifically, in S3, based on the knowledge content, the theme and target users of the picture book are determined, the knowledge points are integrated into the storyline, the text content of the picture book is written, and corresponding pictures are inserted according to the script content.

[0042] In this embodiment, the core concepts or skills to be conveyed are determined based on the knowledge points in the knowledge base, and the target user group is determined based on the user's age, role, and learning needs. By designing a complete story framework, including the beginning, development, climax, and ending, the knowledge points are naturally integrated into the storyline. The knowledge is presented through the characters' dialogue, actions, or events, and questions, tasks, or points for reflection are set in the story to guide users to actively think about and apply the knowledge. Then, based on the text content, the scenes and key points where images need to be inserted are determined.

[0043] Specifically, S4 tracks user activities based on completed learning tasks, mastery of knowledge points, and learning duration.

[0044] In this embodiment, the completed learning tasks record the learning tasks completed by the user, including task name, completion time, and task type (such as reading picture books, completing exercises, etc.). Tasks are categorized and statistically analyzed by theme, difficulty, and type, generating a task completion report for the user. The number and distribution of completed tasks are displayed to the user through charts or progress bars. The knowledge point mastery content involves assessing the user's mastery of knowledge points through test questions (such as multiple choice, fill-in-the-blank, case analysis, etc.) after completing the learning tasks. Based on the test results, the system analyzes the user's mastery of each knowledge point, generates a knowledge point mastery report, marks knowledge points that need strengthening, and recommends relevant review content or advanced learning resources based on the mastery level. The learning time content records the user's learning time for each task or knowledge point. Combining task completion and knowledge point mastery, the system analyzes the user's learning efficiency, generates a learning time report, displays total learning time, daily learning time distribution, etc., and provides time management suggestions based on learning time and efficiency.

[0045] Specifically, S5 updates and supplements the knowledge base content based on user feedback and learning outcomes, and adjusts the structure and classification of the knowledge base according to users' usage habits and learning needs.

[0046] In this embodiment, user satisfaction, needs, and suggestions regarding the existing knowledge base content are understood through questionnaires, user interviews, and comments; the degree to which the knowledge base content supports user learning outcomes is evaluated through data such as test scores, project completion status, and learning progress; missing or insufficient content in the knowledge base is identified based on feedback and learning outcomes; and new knowledge points, case studies, picture book resources, etc., are supplemented based on user needs and learning goals.

[0047] It should be noted that, in this invention, relational terms such as "first" and "second" are used merely to distinguish one entity or operation from another, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Furthermore, the terms "comprising," "including," or any other variations thereof are intended to cover non-exclusive inclusion, such that a process, method, article, or apparatus that comprises a list of elements includes not only those elements but also other elements not expressly listed, or elements inherent to such a process, method, article, or apparatus.

[0048] Although embodiments of the invention have been shown and described, it will be understood by those skilled in the art that various changes, modifications, substitutions and alterations can be made to these embodiments without departing from the principles and spirit of the invention, the scope of which is defined by the appended claims and their equivalents.

Claims

1. A knowledge management method for mind visualization picture book learning for multi-role users, characterized by: Includes the following steps: S1, Role Definition and Needs Analysis: Identify the roles involved, including students, teachers, and parents; design questionnaires for different roles and collect their needs. S2, Knowledge Content Structuring: Classify knowledge by topic, difficulty, and role to form a hierarchical classification framework, add tags to each knowledge point, and then integrate the classified and tagged knowledge points into a structured knowledge base; S3, Mind Visualization: Choose a mind map or concept map to transform knowledge into a picture book format and present it in a way that combines text and images. S4, Learning Progress Tracking: Track the progress of each role; S5, Evaluation and Optimization: Collect user feedback data, analyze user feedback and learning outcomes data using statistical methods, and summarize the data analysis results into a report.

2. The knowledge management method for mind visualization picture book learning for multi-role users according to claim 1, characterized in that: In step S1, the survey data from the questionnaire is categorized and organized, the needs of each role are extracted, and the data is converted into a corresponding list.

3. The knowledge management method for mind visualization picture book learning for multi-role users according to claim 1, characterized in that: The topics in S2 are divided according to subject, the difficulty is divided into beginner, intermediate and advanced levels according to the complexity of the learning content, and the roles are divided into students, teachers and parents according to the target users.

4. The knowledge management method for mind visualization picture book learning for multi-role users according to claim 1, characterized in that: The hierarchical classification framework in S2 is divided into primary classification, secondary classification, tertiary classification and quaternary classification.

5. The knowledge management method for mind visualization picture book learning for multi-role users according to claim 1, characterized in that: The tags in S2 include applicable time tags, topic tags, and format tags.

6. The knowledge management method for mind visualization picture book learning for multi-role users according to claim 1, characterized in that: In step S3, the theme and target users of the picture book are determined based on the knowledge content, the knowledge points are integrated into the storyline, the text content of the picture book is written, and corresponding pictures are inserted according to the script content.

7. The knowledge management method for mind visualization picture book learning for multi-role users according to claim 1, characterized in that: The tracking information for users in S4 includes completed learning tasks, mastery of knowledge points, and learning duration.

8. The knowledge management method for mind visualization picture book learning for multi-role users according to claim 1, characterized in that: In S5, the knowledge base content is updated and supplemented based on user feedback and learning outcomes, and the structure and classification method of the knowledge base are adjusted according to users' usage habits and learning needs.

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