Learning automated support tool and learning automated support method

Abstract

To provide a learning automated support tool and a learning automated support method which support children so that the children in lower grades of elementary school autonomously execute plans and learning during a summer vacation.SOLUTION: A learning automated support tool comprises: color labels different for each color; a prescribed period dedicated calendar in which horizontal axes are set as seven lines of days of the week in order of Monday-Sunday, vertical axes are set as N rows of a week number in a predetermined period, all square grids have sizes capable of ensuring spaces on which dates and events can be written, and the spaces on which the plurality of color labels can be pasted, and horizontal lines are written for clarifying boundaries between the spaces for the events and the spaces for the color labels; and a learning achievement state visible table which connects frames of sizes on which one color label can be pasted in one linear shape, provides the frame which can display a target which learning children want to reach near the frame of a final position of the connected frames, and makes an achievement state of the learning visible.SELECTED DRAWING: Figure 9

Description

[Technical field]

[0001] The present invention relates to a tool and a method for supporting autonomy in learning, which support children in the early grades of elementary school who have not yet acquired study habits to make their own study (homework) plans during summer vacation, motivate them to carry them out, and help them to become autonomous in their studies. [Background technology]

[0002] Patent Document 1 discloses a study plan table in which the vertical axis indicates the number of hours and the horizontal axis indicates each subject, and a one-week study plan for each subject can be entered in the form of a histogram.

[0003] Patent Document 2 discloses a study plan creation device that is designed to combine a board and multiple pieces, which can be freely attached and detached, and to allow the pieces to be freely arranged on the board to create a study plan on the board.

[0004] Patent Document 3 discloses a schedule management board comprising a weekly schedule display section, a day-of-the-week schedule display section provided near the weekly schedule display section, and movable pieces detachably attached to both schedule display sections, the movable pieces display unit time, and when attached to the weekly schedule display section, the total work time for each subject to be completed within a week is displayed according to the number of movable pieces attached, and the schedule can be managed by moving a number of the movable pieces attached to the weekly schedule display section according to the time for the subjects completed and attaching them to the day-of-the-week schedule display section. [Prior art documents] [Patent documents]

[0005] [Patent Document 1] Japanese Utility Model Application Publication No. 56-93764 [Patent Document 2] Japanese Utility Model Application Publication No. 2-108068 [Patent Document 3] Utility Model Registration No. 3008651 Summary of the Invention [Problem to be solved by the invention]

[0006] The idea described in Patent Document 1 is to graph a study plan for each subject, for example, how many hours to study English and how many hours to study Japanese, not by day but by week, and mark the graph corresponding to the time of the subject that has been studied, and the achievement status can be seen by the difference between the marked and unmarked parts. However, since children in the lower grades of elementary school are not accustomed to studying little by little every day, there is a problem that in the weekly unit, they do not study much in the first days of the week, and by the end of the week, the amount of study that should be done accumulates and cannot be completed. In addition, when a week has passed and all the subjects and time are finally erased from the graph, the child sees a graph with no erased items for the next week, so even if a week is completed, the child feels that the next week will be a zero-sum effort, which causes the child in the lower grades of elementary school to lose motivation.

[0007] The device described in Patent Document 2 is a device that allows a student to revise their study plan in a short amount of time when the study plan is not carried out as originally planned, but this has the problem that the system is complicated and difficult for children in the lower grades of elementary school to become familiar with.

[0008] The idea described in Patent Document 3 is schedule management that emphasizes study time for each subject, such as social studies or science, so it is difficult for children to plan when and how much summer vacation study (homework) they should do, and there is a problem that children do not know how much of their study (homework) they have completed.

[0009] The present invention was devised in consideration of these problems, and its objective is to provide a tool and method for supporting autonomy in learning that will help children in the lower grades of elementary school who have not yet developed study habits to make their own study (homework) plans during the summer vacation, motivate them to carry them out, and help them become independent in their studies. [Means for solving the problem]

[0010] The learning autonomy support tool according to claim 1 is a learning autonomy support tool that supports a child who has not yet acquired a study habit to make a study plan for a specified period by himself and study autonomously, and includes a color determination table for each type of study, the color determination table including color labels of different colors for each type of study, on which numbers can be written and which can be attached, peeled off, and reattached, a learning type column in which the type of study is written, a label column in which color labels of a color determined for the learning type are attached, and a label number column in which the number of color labels indicating one study session for each learning type that is required within the specified period is written, and a 7-row, N-column square having 7 rows representing the days of the week from Monday to Sunday on the horizontal axis and N columns of N weeks corresponding to the number of weeks in the specified period, the columns for Saturday and Sunday being filled in with a specified color, and each square has a space near the top in which the date can be written, a space in which a scheduled event can be written, and a number of labels indicating the places to study equal to the number of types of learning to be studied in one day. the color labels on which numbers can be written to indicate the type of learning to be performed and a frame for displaying a goal that the child wants to achieve is provided near the final frame of the connected frames, the frame at the position where all the color labels on the color determination table for each learning type are counted from the final frame is set as the learning start frame, and a frame for attaching a reward sticker is provided near a predetermined frame of the linearly connected frames.

[0011] The method for supporting learning autonomy described in claim 2 is a method for supporting learning autonomy for supporting a child who has not yet acquired a study habit to make a study plan for a predetermined period by himself and to study autonomously, the method comprising: a step of identifying studies to be done and events to be carried out within the predetermined period; a step of preparing a calendar dedicated to the predetermined period, in which the horizontal axis is seven rows representing the days of the week from Monday to Sunday and the vertical axis is N columns of N weeks corresponding to the number of weeks in the predetermined period, the columns for Saturday and Sunday being filled in with a predetermined color, and all the squares have a size sufficient to ensure a space near the top for writing dates, a space for writing scheduled events, and a number of spaces for attaching the color labels on which numbers indicating the parts to be studied can be written, the number of spaces being equal to the number of types of studies to be studied in a day, a line is drawn to clearly indicate the boundary between the spaces for the events and the spaces for the color labels, and dates are written in the corresponding spaces; an event entry step of entering the events in the predetermined spaces after the step of identifying and the step of preparing the calendar; a color determination step for entering the name of the type of learning into a color determination table for each type of learning, the color determination table having a learning type column for entering the type of learning, a label column for affixing a color label of a color determined for the type of learning, and a label number column for entering the number of color labels required within the specified period for each type of learning; a color label preparation step for preparing, if a place to study is to be specified after the color determination step, the number of color labels having a number indicating the place written on each color label for each type of learning, and, if a place to study is not to be specified, the number of color labels for the number of days for which the study is to be performed for each type of learning; a color label number counting step for counting the total number of color labels to be used during the specified period after the color label preparation step, and entering the count in the label number column of the color determination table for each type of learning; and a frame having a size large enough to accommodate one color label after the color label number counting step,a preparation step of a learning achievement visualization table in which a number of frames equal to or greater than the predicted number of the color labels to be affixed to the calendar for the specified period are connected in a line, a frame capable of displaying a goal that the child wants to achieve is provided near the final position frame of the connected frames, a frame at a position where the number of all the color labels in the color determination table for each learning type from the final position frame is counted is set as a learning start frame, and a frame for attaching a reward sticker is provided near a predetermined frame in the linearly connected frames; a teaching material storage step of storing teaching materials, etc. to be used for each of the learning types in cases that display the same colors as those determined in the color determination step for each learning type after the step of determining the colors for each learning type; and a step of entering the events and counting the number of color labels after the step of entering the events and the step of counting the number of color labels, giving top priority to the color labels of the colors with the greatest number in the squares of the calendar for the specified period, and then giving priority to the color labels of the colors of the types of learning to be learned on consecutive days, and colorfully pasting the remaining color labels within the specified period. a learning step of performing a cycle of, after the coloring plan making step, the learning achievement visualization table preparation step, and the storing step of the teaching materials, etc., looking at the color of the color label attached to each square of the designated period dedicated calendar, taking out the teaching materials, etc. from the case displaying the same color, studying the part corresponding to the number written on the color label if a study point is required, or studying a designated part if not, storing the teaching materials, etc. in the case displaying the corresponding color when the study is completed, and peeling off the color label corresponding to the completed study; and a learning achievement visualization step of, for each of the color labels peeled off in the learning step, re-attaching the color label peeled off in the learning step to the learning achievement visualization table in order from the learning start frame to the frame at the final position, and attaching a reward sticker when the designated frame is reached. Effect of the Invention

[0012] It is difficult for a child in the lower grades of elementary school to autonomously plan and execute their summer vacation homework. Therefore, the present invention incorporates sticker play, which is a favorite of children in the lower grades of elementary school, and allows them to visually grasp the summer vacation period by the number of squares on a calendar dedicated to a specific period, grasp the entire summer vacation homework by the number of color labels, and visually grasp the schedule of events such as family trips and cram schools, and by sticking color labels of a color determined for each subject on the squares of the calendar in a colorful manner as if playing with stickers, they can naturally make a study plan, and the time spent searching for teaching materials from a case that displays the same color as the color label every day can be reduced, making it easy to take them out and study, and when they finish studying, they can peel off the color labels and re-attach them one by one on a learning achievement visualization table where one frame is a place to attach one color label, which allows them to visually see that they are getting closer to their goal, which continues to stimulate their motivation to study, and further, when the color labels disappear from the squares, they can visually see that the study plan for that day has been completed, and this has the effect of allowing children to acquire an autonomous learning habit as if playing with stickers. [Brief description of the drawings]

[0013] [Figure 1] FIG. 1 is an explanatory diagram showing a configuration of a learning autonomy support tool according to the present invention. [Diagram 2] FIG. 13 is an explanatory diagram of a calendar for a specific period of the learning autonomy support tool. [Diagram 3] FIG. 13 is an explanatory diagram of a color determination table for each type of learning in the learning autonomy support tool. [Figure 4] FIG. 13 is an explanatory diagram of an example of a color label (sheet) of the learning autonomy support tool. [Diagram 5] FIG. 13 is an explanatory diagram of an example of a case of a learning autonomy support tool. [Figure 6] This is an explanatory diagram of a learning achievement visualization table of the learning autonomy support tool. [Figure 7] FIG. 4 is an explanatory diagram of an example of using the learning type color decision table of FIG. 3. [Figure 8] FIG. 5 is an explanatory diagram of an example of use of the color label (sheet) of FIG. 4. [Figure 9] FIG. 3 is an explanatory diagram of an example of how to use the specific period calendar in FIG. 2. [Figure 10] FIG. 10 is an enlarged view of part A in FIG. [Figure 11] 10A and 10B are explanatory diagrams showing the state during learning on the day shown in part B in FIG. 10, where (a) is an explanatory diagram when learning of the blue color label is completed and the corresponding color label is peeled off, and (b) is an explanatory diagram when learning of the purple color label is completed and the corresponding color label is peeled off. [Figure 12] 11 is an explanatory diagram showing the state of completion of learning on the day shown in part B in FIG. 10. [Figure 13] FIG. 10 is an explanatory diagram of an example of use at a point where learning has progressed to a certain degree from the stage shown in FIG. 9. [Figure 14] FIG. 7 is an explanatory diagram of an example of using the learning achievement visualization table of FIG. 6. [Figure 15] FIG. 2 is a flow diagram illustrating a method for supporting autonomous learning according to the present invention. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0014] The learning autonomy support tool 1 and learning autonomy support method 10 of the present invention allow elementary school children who do not know when and how much homework to do during the long summer vacation to plan their learning (homework) autonomously, as if they were playing with stickers, and to autonomously study every day. When used by first and second grade elementary school children during the summer vacation, it has the effect of helping them acquire the habit of studying.

[0015] As shown in FIG. 1, the learning autonomy support tool 1 of the present invention includes a specific period calendar 2, color labels 3, cases 4, a color determination table 5 for each type of learning, and a learning achievement visualization table 6.

[0016] As shown in FIG. 1, the learning autonomy support tool 1 of the present invention is a learning autonomy support tool 1 that supports children who have not yet acquired a study habit to make their own study plan for a specified period and study autonomously, and includes a learning type color determination table 5 including color labels 3 of different colors for different types of study that can be written with numbers and can be attached, peeled off, and reattached, a learning type column 41 in which the type of study is written, a label column 43 in which color labels 3 of a color determined for the learning type are attached, and a label number column 44 in which the number of color labels 3 indicating one study session for each learning type that is required within the specified period is written; and a 7-row, N-column grid with 7 rows representing the days of the week from Monday to Sunday on the horizontal axis and N columns of N weeks corresponding to the number of weeks in the specified period, the columns for Saturday and Sunday being filled in with a specified color, and all of the grids include a space 31 near the top in which dates can be written, a space 32 in which scheduled events can be written, and a number of spaces in which numbers indicating the places to study can be written, the number of spaces being equal to the number of types of learning to be studied in one day, the color labels 3 are attached to the calendar 2 for a specific period, and a line is drawn to clearly indicate the boundary between the space 32 for the event and the space 33 for the color labels; a case 4 capable of storing teaching materials, etc., to be used according to the type of learning, and displaying the same color as the color labels 3 attached in the color determination table 5 for each type of learning; and a learning achievement visualization table 6 in which frames 51 of a size capable of attaching one of the color labels 3 are provided, in which frames 51 in a number equal to or greater than the predicted number of color labels 3 to be attached to the calendar 2 for a specific period are connected in a single line, and a frame 52 in which a goal that a learning child wants to achieve is provided near a frame 51b in the final position of the connected frames 51, and the frame 51 at a position where all the color labels 3 in the color determination table 5 for each type of learning are counted from the frame 51b in the final position is set as a learning start frame 51a, and a reward sticker attachment frame 53 is provided near a predetermined frame 51c in the linearly connected frames 51.

[0017] Next, the predetermined period dedicated calendar 2 will be described. As shown in Fig. 2, the predetermined period dedicated calendar 2 has 7 rows of days of the week from Monday to Sunday on the horizontal axis and N columns of N weeks corresponding to the number of weeks in the predetermined period on the vertical axis, and the 7 rows and N columns of squares are filled with a predetermined color, for example, Saturday is light blue and Sunday is light red, and all squares have a size that can secure a space 31 near the top where a date can be written, a space 32 where an event scheduled within the predetermined period can be written, and a space 33 where multiple color labels 3 can be attached, and a line is drawn to clearly indicate the boundary between the space 32 for the events and the space 33 for the color labels 3. In addition, a line may or may not be drawn near the top to separate the space 31 where a date can be written and the space 32 where an event scheduled within the predetermined period can be written.

[0018] The horizontal axis is the seven days starting from Monday, and by lining up Saturdays and Sundays, and by filling the weekday column with a color such as white, the Saturday column with a color such as light blue, and the Sunday column with a color such as light red, it is possible to easily distinguish between weekdays from Monday to Friday and holidays such as Saturday and Sunday. Even if every day is a holiday during the summer vacation, students can be made aware that weekdays should be spent mainly on studying and holidays should be spent mainly on playing, and by marking milestones in their lives, they can avoid wasting time.

[0019] The specified period corresponds to, for example, summer vacation. In the case of elementary school, the summer vacation is generally from July 21 to August 31. A dedicated calendar is created for this summer vacation period only. In the first semester, teachers give homework every day at school and there is a daily deadline to submit it the next day, but in the long summer vacation, homework only needs to be done before the start of the second semester, so it is easy to have a problem of spending the last day of summer vacation lazily. Therefore, we focused on helping children in the lower grades of elementary school learn to plan their studies using the summer vacation period as a specified period. If children acquire the habit of making their own study plans for summer vacation homework and studying autonomously, that habit will continue after the summer vacation, and we can expect them to have a positive attitude toward studying.

[0020] Therefore, the specified period dedicated calendar 2 is designed to indicate only N weeks, which is the number of weeks corresponding to July 21st to August 31st, in the case of summer vacation. In a general calendar, it is difficult for a child in the lower grades of elementary school to grasp the number of days of summer vacation at a glance because July and August are separated into different papers, or when July and August are displayed on a single sheet, it is difficult to grasp the length of the number of days of summer vacation at a glance because the period of the first semester from the week of July 1st to the 20th is displayed. However, when a child looks at the specified period dedicated calendar 2, the number of squares on the specified period dedicated calendar 2 can tell at a glance how many days of summer vacation there are. This makes it easier to plan how to spend the summer vacation. In addition, the days from July 21st to July 20th in the week of July 21st and the days in September in the week of August 31st may be marked with an "X" as shown in, for example, FIG. 9 or FIG. 13, to clearly indicate that they do not fall within the specified period.

[0021] 2 and 9, two lines are shown for each of the squares of the 7 rows and N columns of the calendar 2 for a specific period. As shown in FIG. 9, the upper space 31 can be used to write dates, the middle space 32 can be used to write events such as lessons and family recreation for the specific period, and the lower space 33 can be used to write numbers indicating the page number, number of times, or number of days of the teaching material. A plurality of color labels 3 of different colors can be attached to the teaching materials determined by the color determination table 5 for different types of learning. The lines are provided between the event space 32 and the color label 3 attachment space 33, so that children in the lower grades of elementary school can avoid the situation where the characters of the date or event written earlier are too large and the necessary number of color labels 3 to be attached later cannot be attached. As long as the event and the date can be written in the same space, the border line between the date space 31 and the event space 32 may or may not be present.

[0022] Next, the learning materials to be studied during the specified period will be explained. The learning materials refer to materials used when studying, such as drills, notebooks, colored pencils, diaries, handouts, etc. For example, assuming that the specified period is summer vacation, examples of the learning materials for second grade elementary school students by type are shown in Table 1.

[0023] [Table 1]

[0024] As shown in Table 1, the above-mentioned teaching materials are classified by type of study, and include materials such as a set of kanji drills and a kanji notebook that are studied at the same time to reduce the effort of searching for them, and materials such as a picture diary that is easier to manage if three sheets of paper for three days and colored pencils are stored in one place.

[0025] Next, the color label 3 will be described. As shown in FIG. 4, a plurality of the color labels 3 of the same color are attached to one color label sheet 30. The color label 3 is preferably a color label 3 having an adhesive strength that allows it to be attached, peeled off, and reattached. The color label 3 may be a circle, a square, a polygon, or an irregular shape, and may be any shape. In the case of lower grades of elementary school, the pages, the number of times, the number of sheets, etc. of teaching materials are limited to two digits, so the size may be large enough to write two numbers, for example, a circle with a diameter of any length between 10 and 15 mm, or a square with each side length of any length between 10 and 15 mm, and the back side is preferably coated with a removable adhesive that can be attached to and peeled off the specified period dedicated calendar 2 or the learning achievement visualization table 6.

[0026] As shown in Fig. 8, the color label 3 indicates the page number, the number of times, the number of days, or the number of sheets of the learning material to be studied. The color of the color label 3 indicates the type of study, and the number indicates the part to be studied. Note that the type of study that must be done every day within a specified period, such as a one-line diary, does not require an indication of the part to be studied, so in this case nothing is written on the color label 3.

[0027] The colors of the color label 3 include blue, green, yellow, purple, pink, navy blue, red, orange, yellow-green, and light blue, and a child in the lower grades of elementary school can arbitrarily select a different color for each of the teaching materials.

[0028] In addition, since the color label 3 can be attached and detached multiple times, if a change in the plan is unavoidable, the plan can be easily changed by peeling off the color label 3 from the square of the originally scheduled date and attaching the color label 3 to the planned date for recovery.

[0029] Next, the case 4 will be described. The case 4 is for storing learning materials, etc., which are used simultaneously when studying, for example, as shown in Table 1, by type of study, and can store learning materials, etc., which are separate sheets for each type of study but must be submitted together. The case 4 may be any case that can be identified by color and can be used for storage, such as a colored clear case as shown in Figure 5, a case with a colored index attached (not shown), a case with a colored label attached (not shown), or a case with colored sticky notes attached (not shown).

[0030] The colors of the cases 4 include blue, green, yellow, purple, pink, red, orange, yellow-green, light blue, etc., and teaching materials are stored in the cases 4, which are identified by a color determined for each type of learning. Elementary school children in the lower grades can easily find the teaching materials to be used in the learning (homework) they are about to start by distinguishing the colors. There are cases where one or two books of teaching materials are used at the same time when studying, and if there are two or more books, it can take time to find the teaching materials, but since multiple teaching materials are stored in one case 4, children can quickly find the teaching materials by color.

[0031] Next, the color determination table 5 for each type of learning will be described. As shown in Fig. 3, the color determination table 5 for each type of learning includes a type of learning column 41 in which the type of learning is described, a label column 43 in which color labels 3 of a color determined for the type of learning are affixed, and a number of labels column 44 in which the number of color labels 3 indicating one learning session required for the specified period for the type of learning is written. Furthermore, a teaching material column 42 in which teaching materials, etc. for each type of learning can be written may be provided.

[0032] In the color determination table 5 for each type of learning, as shown in FIG. 7, the type of learning, such as reading aloud, calculation, kanji, etc., is entered in the type of learning column 41, and the teaching materials, etc., to be used simultaneously for each type of learning, as shown in Table 1, are entered in the teaching materials column 42. A different color is determined for each type of learning, and the color labels 3 of the determined color are pasted in the label column 43. In addition, when specifying a place to study, as shown in FIG. 8, the number of color labels 3 on which a number indicating the place is written is counted for each type of learning, and when not specifying a place to study, the number of color labels 3 for the number of days for each type of learning is counted and written in the label number column 44 for each color, and the total number of color labels 3 is written in the label number column 44a. In this way, the total amount of learning to be done during the summer vacation, which is the specified period, can be grasped by the total number of color labels 3.

[0033] Next, the learning achievement status visualization table 6 will be described. As shown in Fig. 6, the learning achievement status visualization table 6 is a frame 51 having a size capable of affixing one of the color labels 3, and frames 51 in a number equal to or greater than the predicted number of the color labels 3 to be affixed to the calendar 2 for a specific period are connected in a line, a frame 52 capable of displaying a goal that the child who is learning wants to reach is provided near the frame 51b in the final position of the connected frames 51, the frame 51 at the position where all the color labels 3 in the learning type color determination table 5 are counted from the frame 51b in the final position is set as a learning start frame 51a, and a reward sticker attachment frame 53 is provided near a predetermined frame 51c in the linearly connected frames 51, so that the learning achievement status can be visually visualized.

[0034] The number of frames 51 used in the learning achievement status visualization table 6 is created in advance as shown in Fig. 6, because the learning achievement status visualization table 6 can be first prepared and then the child can calculate the total number of the color labels 3, and therefore the number of frames 51 is created to be a larger number than the number predicted to be used by the child. For example, the total number of the color labels 3 to be used by the child is predicted to be 110 to 130, and a number of frames 51, for example 140, which is a larger number than the predicted number, is created and prepared.

[0035] Then, the learning achievement status visualization table 6 is prepared by writing the number "1" in the frame 51b of the final position, writing numbers, for example, every 10th frame toward the frame 51 in the direction of the learning start side, and writing the final number "140". Then, when the total number of all the color labels 3 is 116 as shown in FIG. 7, the 116th frame 51 from the frame 51b with the number "1" is set as the learning start frame 51a. In this way, even if the total number of the color labels 3 required for learning is not known for the first time after the learning achievement status visualization table 6 is created, the position of the learning start frame 51a corresponding to the total number of the color labels 3 to be peeled off each time the child learns can be specified, and the learning achievement status in the process from the learning start frame 51a to the learning completion frame 51b can be visually visualized.

[0036] Since the number of frames 51, which is the same as the number of all the color labels 3 of the learning to be done within a certain period, is connected as one linear body, when the learning corresponding to the learning completion frame 51b is completed, the homework within the certain period, for example, summer vacation, is completed successfully. As shown in FIG. 14, if a child who is learning has a dream of "going to the moon," for example, drawing a picture 50 of the "moon" in the frame 52 can motivate the child to want to realize the dream. In addition, if a child wants to aim for a goal, the word "goal" can be written in the frame 52, and the contents of the frame 52 can be left to the child.

[0037] Furthermore, reward sticker attachment frames 53 can be provided near certain frames 51b, 51c of the linearly connected frames 51, and as shown in FIG. 14, parents can plan to attach reward stickers 60 near frames 51 at the midpoint or end of the summer vacation, or near milestones that may mark a good start to the vacation, and by praising their child, they can feel a sense of accomplishment and be motivated to study.

[0038] From the above, the learning autonomy support tool 1 uses the color label 3 to attach the color label 3 to the learning type color determination table 5 which determines the relationship between the learning type and the color, the child can grasp the learning type by the color of the color label 3, and the learning point can be grasped by the color of the color label 3, and the child can create a colorful schedule by attaching the color label 3 to the specified period dedicated calendar 2 as if playing with stickers, so that the child can make a plan by himself, learning can be done by taking out and putting in learning materials etc. from the case 4 which displays the same color as the color label 3, and when the learning is completed, the color label 3 can be peeled off and the peeled color label 3 can be reattached to the learning achievement status visualization table 6, so that the achievement status can be visually grasped, so that the child can learn autonomously, and the tool is a tool with which a child in the lower grades of elementary school can make a plan autonomously as if playing with stickers and acquire the habit of learning autonomously.

[0039] Next, the method 10 for supporting learning autonomy will be described. As shown in Fig. 15, the method 10 for supporting learning autonomy is a method for supporting a child who has not yet acquired a study habit to make a study plan for a specified period by himself and to study autonomously, and includes a step 11 of identifying studies to be done and events to be carried out within the specified period, a step 12 of identifying events to be done and events to be carried out within the specified period, a step 13 of identifying events to be done and events to be carried out within the specified period, a step 14 of identifying events to be done and events to be carried out within the specified period, a step 15 of identifying events to be done and events to be carried out within the specified period, a step 16 of identifying events to be done and events to be carried out within the specified period, a step 17 of identifying events to be done and events to be carried out within the specified period, a step 18 of identifying events to be done and events to be carried out within the specified period, a step 19 of identifying events to be done and events to be carried out within the specified period, a step 20 of identifying events to be done and events to be carried out within the specified period, a step 21 of identifying events to be done and events to be carried out within the specified period, a step 22 of identifying events to be done and events to be carried out within the specified period, a step 23 of identifying events to be done and events to be carried out within the specified period, a step 24 of identifying events to be done and events to be carried out within the specified period, a step 25 of identifying events to be done and events to be carried out within the specified period, a step 26 of identifying events to be done and events to be carried out within the specified period, a step 27 of identifying events to be done and events to be carried out within the specified period, a step 28 of identifying events to be done and events to be carried out within the specified period, a step 29 of identifying events to be done and events to be carried out within the specified period, a step 30 of identifying events to be done and events to be carried out within the specified period, a a calendar preparation step 12 for preparing a calendar 2 for a specific period in which a line is drawn to clearly indicate the boundary between the space 32 for the events and the space 33 for the color labels, and in which dates are written in the corresponding space 31; and a calendar preparation step 12 for preparing a calendar 2 for a specific period in which a line is drawn to clearly indicate the boundary between the space 32 for the events and the space 33 for the color labels, and in which dates are written in the corresponding space 31. an event entry step 16 for entering an event; a learning type color determination step 13 for entering the name of the learning type in a learning type color determination table 5 having a learning type column 41 in which the learning type is entered, a label column 43 in which a color label 3 of a color determined for the learning type is affixed, and a label number column 44 in which the number of color labels 3 indicating one learning session for each learning type that is required within the specified period is entered; and a color label preparation step 14 for preparing the number of color labels 3 on which a number indicating the location is written for each type of study if the location to be studied is to be specified after step 13, or for preparing the number of color labels 3 for each type of study for the number of days the study will be performed if the location to be studied is not to be specified; and a color label number counting step 15 for counting the total number of color labels 3 used during a specified period after step 14, and writing the count in the label number column 44 of the color determination table 5 for each type of study.After the color label number counting step 15, the frames 51 each having a size capable of affixing one of the color labels 3 and a number equal to or greater than the predicted number of the color labels 3 to be affixed to the calendar 2 for the specific period are connected in a line, a frame 52 capable of displaying a goal that the child learning to achieve is provided near the frame 51b at the final position of the connected frames 51, the frame 51 at the position where all the color labels 3 in the color determination table 5 for each learning type are counted from the frame 51b at the final position is set as a learning start frame 51a, and the frames 51 connected in a line are connected in a line near a predetermined frame 51c. a step 19 for preparing a learning achievement visualization table with a reward sticker pasting frame 53 provided beside it; a step 17 for storing learning materials, etc., to be used for each learning type in a case 4 that displays the same color as the color determined in the step 13 for determining the color for each learning type after the step 13 for determining the color for each learning type; a step 16 for entering events and a step 15 for counting the number of color labels, in which the color labels 3 with the most number of colors are given top priority in the squares of the calendar 2 for the specific period, and then the color labels 3 with the color of the type of learning to be studied on consecutive days are given top priority. After the step 18 of making a plan for ... The learning step 20 is a cycle of learning, storing the teaching materials in the case 4 indicating the corresponding color when the learning is completed, and peeling off the color label 3 corresponding to the completed learning, and a learning achievement visualization step 21 is a learning achievement visualization step in which, for each of the color labels 3 peeled off in the learning step 20, the color labels 3 peeled off in the learning step 20 are reattached in order from the learning start frame 51a to the final position frame 51b on the learning achievement visualization table 6, and when the predetermined frame 51c is reached, a reward sticker 60 is attached.

[0040] First, the identification step 11 will be described. In the identification step 11, the types of study and events scheduled to be carried out within a specified period are identified. For example, during summer vacation, the types of study to be studied, such as reading aloud, arithmetic, kanji, picture diary, etc., that are notified by the school, and events such as extracurricular activities, swimming pool, and family trips are identified. If there are events, time will not be taken for study, so it is possible to prevent the plan from falling through on the day due to lack of time for the events at the planning stage. The following will explain the case where the specified period is summer vacation.

[0041] Next, the calendar preparation step 12 will be described. As shown in Fig. 2, the calendar preparation step 12 prepares a calendar 2 for a specific period in which the horizontal axis is seven rows representing the days of the week from Monday to Sunday, the vertical axis is N columns of N weeks corresponding to the number of weeks in the specific period, the Saturday and Sunday columns of the 7-row and N-column squares are filled with a specific color, and all squares have a size that allows a space 31 near the top in which dates can be written, a space 32 in which scheduled events can be written, and a number of spaces 33 in which color labels 3 can be attached in which numbers indicating the parts to be studied can be written, the number of spaces being the same as the number of types of studies to be studied in one day, a line is drawn to clearly indicate the boundary between the space 32 for events and the space 33 for the color labels, and dates are written in the corresponding spaces 31,

[0042] For the dates, fill in the dates of the summer vacation period in the space 31 near the top of each day's square. For example, if the summer vacation period is from July 21 to August 31, fill in the dates of that period, and mark the days from July 21 to July 20 in the week of July 21 and the days in September in the week of August 31 with an "X" as shown in FIG. 9 or 13 to clearly indicate that they do not fall within the specified period.

[0043] In addition, the line near the top edge separating space 31 where dates can be written and space 32 where events scheduled within a specified period can be written does not need to be provided if a child can write dates and events in one space without the division.

[0044] Also, it is preferable that the Saturday column is filled with a light blue color, the Sunday column is filled with a light red color, and the weekday column is filled with a white background.

[0045] Next, a description will be given of the event entry step 16. In the event entry step 16, after the identification step 11 and the calendar preparation step 12, as shown in FIG. 9, the name of the event is entered in the event entry space 32 of the predetermined period dedicated calendar 2.

[0046] Next, the learning type-specific color decision step 13 will be described. In the learning type-specific color decision step 13, after the identification step 11, as shown in Fig. 7, in the learning type-specific color decision table 5, the type of learning, such as reading aloud or kanji, is first entered in the learning type column 41, learning materials, etc., to be used at the same time are entered in the learning materials, etc. column 42, and a color label 3 of the color determined for the learning type is affixed to the label column 43. The learning materials, etc. column 42 may or may not be present.

[0047] For example, as shown in FIG. 7, if the type of learning is calculation, enter the calculation drills and calculation notebooks to be used simultaneously for learning calculation in the teaching materials column, and if you want to change the color to green, attach the green color label 3 to the label column 43.

[0048] Next, the color label preparation step 14 will be described. In the color label preparation step 14, as shown in Fig. 8 after the color determination step 13 for each type of study, if the place to study is to be specified, the number of color labels 3 on which a number indicating the place is written is prepared for each type of study, and if the place to study is not to be specified, the number of color labels 3 for each type of study for the number of days for which the study is to be performed is prepared. If the place to study is to be specified, the page number, number of times, or number of days of the learning material to be studied is written in numbers on each color label 3 of the color corresponding to the type of study. For example, as shown in Fig. 7, when the teaching materials are arithmetic drills and arithmetic notebooks, and the instruction pages for the arithmetic drills are 20 pages in total, 20 page numbers, 1, 2, . . . , 21, 22, . . . 33, 34, are written in the green color label 3 as shown in the left diagram of Fig. 8, and when the teaching materials are picture diaries, and the homework is to write the picture diary for three days as shown in Fig. 7, the numbers of the corresponding days, 1, 2, 3, are written in the red color label 3 as shown in the right diagram of Fig. 8. Also, when the part to be studied is not specified, for example, when it is a one-line diary that must be studied every day during summer vacation, the part to be studied can be known even if there is no instruction for studying in the color label 3, so nothing is written in the color label 3 and the number of sheets for the number of days to be studied is prepared.

[0049] Next, the color label number counting step 15 will be described. In the color label number counting step 15, after the color label preparation step 14, the number of the color labels 3 with numbers written in and the number of the color labels 3 with blanks but with colors for which the number of days of study is known are counted are tallied by color, and the tallied numbers are entered in the label number column 44 of the color determination table 5 by type of study. For example, the number 20 is entered in the label number column 44 of the column of the green color label 3, and the number 3 is entered in the label number column 44 of the column of the red color label 3. Then, the total of all the color labels 3 is calculated, and the total number is entered as 116 in the label number column 44a.

[0050] Next, the step of storing teaching materials, etc. 17 will be described. In the step of storing teaching materials, etc. 17, after the step of determining colors by learning type 13, the corresponding teaching materials, etc. are stored in cases 4 that are displayed in the same colors as the colors for the learning types. For example, two books, a kanji workbook and a kanji notebook, are stored in a case 4 that is displayed in yellow, and one reading book is stored in a case 4 that is displayed in blue.

[0051] Next, the colorful planning step 18 will be described. In the colorful planning step 18, after the event entry step 16 and the color label number count step 15, the color labels 3 of the most numerous color are given first priority to the spaces 33 of the grids of the calendar 2 for the specified period, followed by the color labels 3 of the color of the type of learning to be done on consecutive days, and finally the remaining color labels 3 are colorfully attached, scattering them around within the specified period. As shown in Figures 9 and 10, by attaching the color labels 3 in a colorful manner as if playing with stickers, a study plan can be made smoothly.

[0052] For example, as shown in FIG. 10, on the 7th there will be six colors: purple color label 3a, green color label 3b, blue color label 3c, orange color label 3d, red color label 3e, and gray color label 3f; on the 8th there will be six colors: purple color label 3a, green color label 3b, yellow color label 3g, orange color label 3d, navy blue color label 3h, and gray color label 3f; and on the 9th there will be six colors: purple color label 3a, green color label 3b, blue color label 3c, orange color label 3d, navy blue color label 3h, and gray color label 3f, resulting in a colorful plan.

[0053] Next, the preparation step 19 of the learning achievement status visualization table will be described. In the preparation step 19 of the learning achievement status visualization table, after the color label number counting step 15, as shown in FIG. 6, the frames 51 each having a size capable of affixing one of the color labels 3 and a number equal to or greater than the predicted number of the color labels 3 to be affixed to the calendar 2 for the specific period are connected in a line, a frame 52 capable of displaying a goal that the learning child wants to reach is provided near the frame 51b at the final position of the connected frames 51, the frame 51 at the position where all the color labels 3 in the learning type color determination table 5 are counted from the frame 51b at the final position is set as the learning start frame 51a, and a reward sticker attachment frame 53 is provided near a predetermined frame 51c of the linearly connected frames 51 to create a learning achievement status visualization table 6.

[0054] The box 52 is a box that displays the goal that the child wants to reach. For example, if the child has a dream of "going to the moon," then the child should draw a picture 50 of the "moon" in the box 52. This will motivate the child to want to make their dream come true. If the child wants to reach a goal, the word "goal" may be written in the box 52, and it is best to leave the writing in the box 52 up to the child.

[0055] In addition, the learning achievement visualization table 6 predicts the total number of the color labels 3 that the child will use and sets the number of boxes 51 to be greater than this predicted total number, so the learning start box 51a is the box 51 at the position where the total number of all the color labels 3 in the learning type color determination table 5 is counted from the box 51b at the final position where the number "1" is written.

[0056] Next, the learning step 20 will be described. In the learning step 20, after the colorful planning step 18, the learning achievement visualization table preparation step 19, and the teaching materials storage step 17, the color of the color label 3 attached to each square of the designated period dedicated calendar 2 is checked, the teaching materials are taken out from the case 4 displaying the same color, and if a point to study is required, the part corresponding to the number written in the color label 3 is studied, otherwise, a designated part is studied, and when the study is completed, the teaching materials are stored in the case 4 displaying the corresponding color, and the color label 3 corresponding to the completed study is peeled off.

[0057] For example, as shown in Fig. 10, which is an enlarged view of part A in Fig. 9, when the date is the 7th, the student looks at the range of part B corresponding to the 7th, further looks at the blue color label 3c, takes out the reading aloud book from the case 4 displaying blue, looks at the number 9 on the color label 3c, opens to page 9, and begins reading aloud. When the student finishes learning, the student stores the reading aloud book in the case 4 displaying blue, and as shown in Fig. 11(a), peels off the blue color label 3c from the range of part B corresponding to the 7th of the specified period dedicated calendar 2, and proceeds to the learning achievement visualization step 21. Next, the student looks at the purple color label 3a, takes out the diary from the case 4 displaying purple, and although the color label 3a has no numbers written in it, the student knows the learning part, so opens that page and begins learning to write a one-line diary. Once the study is completed, the diary is stored in the case 4 marked with purple, and as shown in FIG. 11(b), the purple color label 3a is peeled off from the range of part B corresponding to the 7th day of the specified period dedicated calendar 2, and the learning achievement status visualization step 21 is started. When all the color labels 3 for the 7th day are peeled off and all the study planned for the 7th day is completed, all the color labels 3 affixed to the range of part B corresponding to the 7th day are peeled off and become blank spaces, as shown in FIG. 12. This allows both the parent and the child to easily see with their own eyes that the study planned for that day has been completed.

[0058] If the student is unable to complete the study as planned, the color label 3 of the missed study can be peeled off and replaced on the day of recovery, allowing the student to flexibly respond to changes in the plan.

[0059] Next, a description will be given of the learning achievement status visualization step 21. In the learning achievement status visualization step 21, for each of the color labels 3 peeled off in the learning step 20, the color labels 3 peeled off in the learning step 20 are reattached to the learning achievement status visualization table 6 in order from the learning start frame 51a to the final position frame 51b, and a reward sticker 60 is attached when the color label 3 reaches the predetermined frame 51c.

[0060] Then, for example, as shown in FIG. 12, when the learning up to August 7 is completed, the peeled off color label 3 is attached to the learning start frame 51a as shown in FIG. 14, with the color label 3 corresponding to the first completed learning being attached to the learning start frame 51a, and the color labels 3 are attached to the frames 51 in order upwards. This allows the child to visually see that he or she is steadily approaching the target picture 50, which gives the child a desire to get closer to the goal and allows the child to acquire the habit of learning autonomously. In addition, the parent can attach a reward sticker 60 with words of praise at the middle or end of the lesson. This allows the child to maintain motivation to complete the lesson and to gain confidence that he or she has planned and completed everything.

[0061] From the above, the method 10 for supporting learning autonomy uses the color label 3 to attach the color label 3 to the color determination table 5 for determining the relationship between the type of learning and the color, the type of learning can be identified by the color of the color label 3, and the learning points can be identified by the color of the color label 3. The color label 3 is then attached to the calendar 2 for the specified period in a manner similar to sticker play to create a colorful schedule, allowing the child to make a plan by himself / herself, and the child can take out and put in learning materials, etc. from the case 4 which displays the same color as the color label 3 to study. When the child has finished studying, the color label 3 is peeled off and the peeled color label 3 is reattached to the learning achievement status visualization table 6, allowing the child to visually grasp the achievement status, thereby enabling the child to learn autonomously, and the method is one in which a child in the lower grades of elementary school can make a plan autonomously as if playing with stickers, and acquire the habit of learning autonomously. [Explanation of symbols]

[0062] 1. Tools to support self-directed learning 2 Calendar for specific periods 3 Color Label 4 Cases 5 Color Decision Table by Learning Type 6. Visualization of learning achievement status 10 Steps to support learning autonomy 11. Identification step 12 Calendar Preparation Steps 13 Steps to determine colors for each type of learning 14 Color Label Preparation Steps 15 Color label counting steps 16 Event entry steps 17 Storage step for teaching materials etc. 18 Steps for creating a colorful plan 19 Steps to prepare a learning achievement visualization chart 20 Learning Steps 21 Steps to visualize learning progress 30 color label sheets 31 Space 32 Space 33 Space 41 Type of study 42 Teaching materials etc. column 43 Label column 44 Label Number Column 50 Pictures 51 slots 52 slots 53 slots 60 Reward Stickers

Claims

1. A learning autonomy support tool that supports children who have not yet acquired a study habit to make their own study plan for a specified period and study autonomously, Color labels of different colors for different types of learning can be written with numbers and can be attached, removed, and reattached. a color determination table for each type of learning, the table including a learning type column for describing the type of learning, a label column for attaching color labels of a color determined for each learning type, and a label number column for entering the number of color labels required within the predetermined period for each learning type; a calendar for a specific period with 7 rows representing the days of the week from Monday to Sunday on the horizontal axis and N columns of N weeks corresponding to the number of weeks in the specific period on the vertical axis, with the 7 rows and N columns of squares having Saturday and Sunday columns filled in with a specific color, and all squares having a size sufficient to ensure a space near the top for writing dates, a space for writing scheduled events, and a number of spaces for attaching color labels on which numbers indicating the areas to be studied can be written, the number of spaces being the same as the number of types of studies to be studied in one day, and with a line clearly marking the boundary between the spaces for events and the spaces for color labels; A case capable of storing teaching materials, etc., to be used according to the type of learning, and displaying the same color as the color label attached in the color determination table according to the type of learning; a learning achievement visualization table in which a number of frames large enough to affix one color label are connected in a single line, the number of frames being equal to or greater than the predicted number of color labels to be affixed to the dedicated calendar for the specified period, a frame capable of displaying a goal that the child learning to achieve is provided near the final frame of the connected frames, the frame at the position where the number of all the color labels in the color determination table for each learning type is counted from the final frame is set as the learning start frame, and a frame for attaching reward stickers is provided near a predetermined frame of the linearly connected frames.

2. A method for supporting a child who has not yet acquired a study habit to make a study plan for a predetermined period of time and to study autonomously, comprising: A step of identifying the learning and events to be carried out within a given period of time; a calendar preparation step of preparing a calendar for a specific period in which the horizontal axis is seven rows representing the days of the week from Monday to Sunday and the vertical axis is N columns of N weeks corresponding to the number of weeks in the specific period, the Saturday and Sunday columns of the 7 rows and N columns being filled in with a specific color, and all the boxes have a size that allows a space near the top for recording dates, a space for recording scheduled events, and a number of spaces for attaching color labels on which numbers indicating the areas to be studied can be written, the number of spaces being equal to the number of types of studies to be studied in one day, a line being drawn to clearly define the boundary between the spaces for events and the spaces for color labels, and dates being written in the corresponding spaces; an event entry step of entering the event in a predetermined space after the identification step and the calendar preparation step; a learning type color determination step of entering the name of the learning type in a learning type color determination table having a learning type column describing the learning type, a label column for attaching a color label of a color determined for the learning type, and a label number column for entering the number of color labels required within the specified period for each learning type, and attaching a color label of a color determined for each learning type to the label column after the identification step; a color label preparation step of preparing the number of color labels on which numbers indicating the study areas are written for each of the study types when the study areas are to be specified after the color determination step for each study type, and preparing the number of color labels for each of the study types for the number of days the study is to be performed when the study areas are not to be specified; a color label counting step of counting the total number of color labels used during a predetermined period after the color label preparation step and entering the count in a label number column of the learning type color determination table; a preparation step of a learning achievement visualization table after the color label count step, in which frames large enough to affix one color label, the number of which is equal to or greater than the predicted number of color labels to be affixed to the dedicated calendar for the specified period, are connected in a single line, a frame capable of displaying a goal that the learning child wishes to achieve is provided near the final position frame of the connected frames, the frame at the position where the number of all the color labels in the learning type color determination table is counted from the final position frame is set as a learning start frame, and a frame for attaching a reward sticker is provided near a predetermined frame of the linearly connected frames; a learning material storage step of storing learning materials to be used for each learning type in a case that displays the same color as the color determined in the learning type color determination step after the learning type color determination step; a coloring plan making step of attaching the remaining color labels in a colorful manner within the predetermined period, after the event entry step and the color label count step, to the squares of the calendar for the predetermined period, giving top priority to the color labels of a color with a large number of colors, followed by the color labels of a color of a type of learning to be done on consecutive days; a learning step, which repeats the cycle of: after the color planning step, the learning achievement visualization chart preparation step, and the storing of teaching materials, etc. step, looking at the color of the color label attached to each square on the designated period dedicated calendar, taking out the teaching materials, etc. from the case displaying the same color, and if a specific study point is required, studying the point corresponding to the number written on the color label, or otherwise studying a specific point; and, when the study is completed, storing the teaching materials, etc. in the case displaying the corresponding color, and peeling off the color label corresponding to the completed study; and a learning achievement visualization step of reattaching, for each color label peeled off in the learning step, the peeled off color label in sequence from the learning start frame toward the final position frame on the learning achievement visualization table, and attaching a reward sticker when the specified frame is reached.

Images