Program, slide analysis device, and slide analysis method

Abstract

Conventionally, there has been no support for the step of checking the content of slides. [Solution] The step of checking the contents of slides can be assisted by a slide analysis device 1 that includes a textbook management unit 111 in which textbook information, which is information based on textbooks, is stored, a slide management unit 112 in which a slide set, which is a set of two or more slides, an analysis unit 132 that analyzes the slide set based on the textbook information and obtains the analysis results, and an analysis output unit 141 that outputs the analysis results analyzed by the analysis unit 132.

Description

[Technical Field]

[0001] The present invention relates to a program for analyzing a set of slides and outputting the analysis results. [Background technology]

[0002] Previously, there was a technology for generating slides based on academic papers (see Non-Patent Document 1). Also, previously, there was an information processing device that was capable of analyzing and effectively utilizing operation log data regarding how students proceeded with reading lecture materials, how long they spent viewing the materials, and so on, by using digital devices in lectures (see Patent Document 1). [Prior art documents] [Patent documents]

[0003] [Patent Document 1] WO2020 / 174653 publication [Non-patent literature]

[0004] [Non-Patent Document 1] Tsu-Jui Fu, William Yang Wang, Daniel McDuff, and Yale Song. Doc2ppt: automatic presentation slides generation from scientific documents. In Proceedings of the AAAI Conference on Artificial Intelligence, Vol. 36, pp. 634?642, 2022. Summary of the Invention [Problem to be solved by the invention]

[0005] However, the prior art does not support the step of checking the content of the slides. [Means for solving the problem]

[0006] The slide analysis device of the first invention is a slide analysis device that includes a textbook management unit in which textbook information, which is information based on a textbook, is stored; a slide management unit in which a slide set, which is a set of two or more slides, is stored; an analysis unit that analyzes the slide set based on the textbook information and obtains the analysis results; and an analysis output unit that outputs the analysis results obtained by the analysis unit.

[0007] Such a configuration can assist in the step of checking the content of the slides.

[0008] In addition, the slide analysis device of the second invention is a slide analysis device in which, compared to the first invention, the textbook information has a term hierarchical structure having two or more terms and one or more relationship identifiers that identify the conceptual relationship between the two or more terms, and the analysis unit is equipped with a term set acquisition means that acquires a term set of two or more terms from each of two or more slides in the slide set, and an explanation degree analysis means that acquires the relationship identifiers of the two or more terms that make up the term set from the term hierarchical structure, and acquires an analysis result regarding the explanation degree for the two or more terms using the term set and the relationship identifiers of the two or more terms.

[0009] This configuration can assist in the step of checking the content of the slides by analyzing the slides based on textbook information.

[0010] Furthermore, in the slide analyzing device of the third invention, compared to the second invention, the one or more relation identifiers include "part-of", "use-for", or "same-as", the term hierarchical structure has one superordinate term and two or more subordinate terms corresponding to the relation identifier "part-of", or one superordinate term and one or more subordinate terms corresponding to the relation identifier "use-for", or two or more terms corresponding to the relation identifier "same-as", the explanation degree analyzing means determines whether or not one superordinate term corresponding to "part-of" and all of the two or more subordinate terms corresponding to "part-of" exist in the term set, and if one or more of the two or more subordinate terms do not exist, a use-for test that obtains an analysis result warning against adding a non-existent lower term if there is one higher term corresponding to "use-for" in a term set and obtains the number or percentage of one or more lower terms corresponding to "use-for" that exist, and obtains an analysis result warning against adding a non-existent lower term if the number or percentage is low enough to satisfy the warning condition; or a same-as test that determines whether one or more terms among two or more terms corresponding to the relationship identifier "same-as" exist in a term set and obtains an analysis result warning against adding one or more terms among the two or more terms if no terms exist.

[0011] With this configuration, it is possible to obtain an analysis result regarding the degree of explanation of the slide based on the textbook information.

[0012] Furthermore, the slide analysis device of the fourth invention is a slide analysis device in which, compared to the first invention, the textbook information has two or more terms and explanation order information that specifies the explanation order of the two or more terms, and the analysis unit is equipped with a term set acquisition means that acquires a term set of two or more terms whose appearance order on the slide can be specified from each of two or more slides in the slide set, and an explanation order analysis means that uses the term set and the explanation order information to acquire an analysis result regarding the explanation order of the two or more terms in the term set.

[0013] With this configuration, it is possible to obtain analysis results regarding the order of explanation of slides based on textbook information.

[0014] Furthermore, in the slide analysis device of the fifth invention, compared to the fourth invention, the one or more relation identifiers include "is-a-kind-of", and two or more subordinate terms corresponding to "is-a-kind-of" are associated with order flags specifying whether they are "ordered" or "not ordered", and the explanation order analysis means uses the explanation order information to determine whether one superordinate term corresponding to "is-a-kind-of" exists in the term set, and among the two or more subordinate terms corresponding to "is-a-kind-of", two or more subordinate terms corresponding to the order flag "ordered" exist in the term set whose appearance order can be specified according to the order of the two or more subordinate terms, and if they do not exist, the slide analysis device performs an is-a-kind-of test to obtain an analysis result warning of a change in the order.

[0015] With this configuration, it is possible to obtain analysis results regarding the order of explanation of slides based on textbook information.

[0016] In addition, the slide analysis device of the sixth invention is different from the first invention in that the textbook information is an ordered terminology system having a term hierarchical structure having two or more terms and one or more relationship identifiers that identify the conceptual relationship between the two or more terms, and explanation order information that specifies the explanation order of the two or more terms, and the analysis unit is a slide analysis device that includes: a term set acquisition means that acquires a term set of two or more terms whose appearance order on the slide can be specified from each of two or more slides in the slide set; an explanation degree analysis means that acquires relationship identifiers of the two or more terms that make up the term set from the term hierarchical structure and acquires analysis results regarding the explanation degree for the two or more terms using the term set and the relationship identifiers of the two or more terms; and an explanation order analysis means that acquires analysis results regarding the explanation order of the two or more terms in the term set using the term set and the explanation order information.

[0017] With this configuration, it is possible to obtain analysis results regarding the degree of explanation and the order of explanation of the slides based on the textbook information.

[0018] Furthermore, in the slide analysis device of the seventh invention, compared to the first invention, the analysis unit comprises term set acquisition means for acquiring a term set of two or more terms from each of two or more slides in the slide set, and the analysis unit performs a spelling variation test using a term hierarchical structure of terms in the textbook information to acquire an analysis result indicating that there is a spelling variation when it is determined that a plurality of terms among the two or more terms associated with the relation identifier "same-as" in the slide set exist in the term set; or a bullet point test to acquire two or more terms written in numbered paragraphs from the slide set, and determine whether the explanation order of the terms differs from the order of the numbers corresponding to each of the two or more terms using explanation order information in the textbook information, and if so, to acquire an analysis result indicating that the notation is inappropriate a hierarchical relationship test that detects indentation information of slides in a slide set, acquires two or more terms that are in a hierarchical relationship in the indentation information, and acquires an analysis result that the hierarchical relationship is inappropriate if it is determined that the hierarchical relationship of the two or more terms is not in a parallel relationship using the term hierarchical structure of textbook information; a hierarchical relationship test that detects indentation information of slides in a slide set, acquires two or more terms that are in a hierarchical relationship in the indentation information, and acquires an analysis result that the hierarchical relationship is inappropriate if it is determined that the hierarchical relationship of the two or more terms does not match the hierarchical relationship of the two or more terms in the term hierarchical structure of textbook information; a comprehensiveness test that acquires one or more subordinate terms of a term in a slide set from the term hierarchical structure of textbook information, and acquires an analysis result that the comprehensiveness of the subordinate terms is insufficient if it is determined that one or more subordinate terms do not appear in the slide set; or a compliance test that acquires first chapter-specific information of a term that appears in a slide in a slide set and corresponds to the slide, acquires second chapter-specific information of the term from the chapter-specific information of the textbook information, and acquires an analysis result that the learning order is non-compliant if the first chapter-specific information is less than the second chapter-specific information.

[0019] With this configuration, the contents of the slides can be checked appropriately based on the textbook information.

[0020] Furthermore, the slide analysis device of the eighth invention is a slide analysis device in which, compared to the first invention, the analysis unit acquires the amount of text for part or all of the text of the slides in the slide set, and performs a text amount inspection to obtain an analysis result indicating that the amount of text is inappropriate if the amount of text is equal to or greater than a threshold value.

[0021] This configuration can help ensure that the amount of text on a slide is appropriate.

[0022] In addition, the slide analysis device of the ninth invention is a slide analysis device that, compared to the first invention, has an analysis unit that obtains two or more sentences from each slide in the slide set, obtains a sentence-final expression identifier for each of the two or more sentences, and performs a sentence-final expression inspection to obtain an analysis result indicating that there is a disorder in the sentence-final expression if the sentence-final expression identifier for a sentence other than a sentence ending in a noun form is different from a pre-specified sentence-final expression identifier, or if there are two or more types of sentence-final expression identifiers for sentences other than sentences ending in a noun form.

[0023] This configuration makes it possible to detect any irregularities in the end expressions of sentences on slides.

[0024] Furthermore, the slide analysis device of the tenth invention is a slide analysis device in which, compared to any one of the first to eighth inventions, it further comprises a candidate acquisition unit that acquires two or more revision candidates for a slide based on the analysis results acquired by the analysis unit, and a candidate output unit that outputs the two or more revision candidates, and the analysis results include information regarding editing candidates for the slide.

[0025] This configuration allows for the presentation of two or more suggested revisions to a slide.

[0026] Furthermore, the slide analysis device of the eleventh invention is a slide analysis device according to any one of the first to tenth inventions, further comprising a correction unit that corrects the set of slides based on the analysis results obtained by the analysis unit.

[0027] Such a configuration allows for easy modification of the slide. [Effects of the Invention]

[0028] The slide analysis device according to the present invention can assist in the step of checking the content of the slide. [Brief explanation of the drawings]

[0029] [Figure 1] Block diagram of slide analysis device 1 according to embodiment 1 [Figure 2] FIG. 10 is a diagram illustrating an example of analysis processing performed by the analysis unit 13. [Figure 3] FIG. 10 is a diagram illustrating an example of analysis processing performed by the analysis unit 13. [Figure 4] A flowchart illustrating an example of the operation of the slide analyzer 1. [Figure 5] Flowchart for explaining an example of the term set acquisition process [Figure 6] Flowchart explaining an example of the same pary-of test [Figure 7] Flowchart explaining an example of the use-for test [Figure 8] Flowchart illustrating an example of same-as testing [Figure 9] Flowchart explaining an example of the is-a-kind-of test [Figure 10] Flowchart explaining an example of checking for variations in spelling [Figure 11] A flowchart illustrating an example of the same itemized inspection. [Figure 12] A flowchart illustrating an example of the parallel relationship check [Figure 13] A flowchart illustrating an example of the hierarchical relationship test [Figure 14] A flowchart illustrating an example of the exhaustiveness test [Figure 15] A flowchart illustrating an example of the compliance check. [Figure 16] Flowchart explaining an example of the text length test [Figure 17] Flowchart illustrating an example of a same-sentence-final expression check [Figure 18] A flowchart illustrating an example of the automatic correction process. [Figure 19] A flowchart illustrating an example of the candidate acquisition process [Figure 20] A flowchart illustrating an example of the evaluation process [Figure 21] A diagram showing an example of the term hierarchy [Figure 22] Figure 10 shows an example of a term hierarchy management table. [Figure 23] A diagram showing an example of the term hierarchy [Figure 24] A diagram showing examples of terms related by the same relationship identifier [Figure 25] A diagram showing an example of the screen [Figure 26] A diagram showing an example of the screen [Figure 27] Block diagram of the computer system DETAILED DESCRIPTION OF THE INVENTION

[0030] Hereinafter, embodiments of a slide analyzer and the like will be described with reference to the drawings. Note that components with the same reference numerals in the embodiments perform similar operations, and therefore repeated description may be omitted.

[0031] (Embodiment 1) In this embodiment, a slide analysis device that analyzes a set of slides based on textbook information and outputs the analysis results will be described. The analysis of the set of slides is, for example, an analysis of the degree of explanation or an analysis of the order of explanation. The analysis of the set of slides is, for example, an analysis of "variations in notation," "appropriateness of the notation method of bullet points," "appropriateness of the parallel relationship of terms," ​​"clarity of the hierarchical relationship of terms," ​​"comprehensiveness of the subconcepts of terms," ​​and "compliance with the learning order." The analysis of the set of slides is, for example, an analysis of the appropriate amount of text in the slides.

[0032] In this embodiment, a slide analysis device that outputs edit candidates for a slide will be described.

[0033] Furthermore, in this embodiment, a slide analyzing device that automatically corrects slides will be described.

[0034] In this specification, information X being associated with information Y means that information Y can be obtained from information X, or information X can be obtained from information Y, and the method of association is not important. Information X and information Y may be linked, may exist in the same buffer, information X may be included in information Y, or information Y may be included in information X, etc.

[0035] Furthermore, in this specification, selecting or determining information Z means obtaining information Z, obtaining a pointer to information Z, obtaining the ID of information Z, setting a flag on information Z, etc., and it is sufficient if information Z can be accessed.

[0036] FIG. 1 is a block diagram of a slide analyzing apparatus 1 according to this embodiment. The slide analyzing apparatus 1 is an apparatus for analyzing a set of slides. The slide analyzing apparatus 1 is, for example, a terminal, but may also be a server. When the slide analyzing apparatus 1 is a terminal, it may be, for example, a personal computer, a smartphone, or a tablet terminal, but the type does not matter. When the slide analyzing apparatus 1 is a server, it may be, for example, a cloud server or an ASP server, but the type does not matter.

[0037] The slide analysis device 1 includes a storage unit 11, a reception unit 12, a processing unit 13, and an output unit 14. The storage unit 11 includes a textbook management unit 111 and a slide management unit 112. The processing unit 13 includes a generation unit 131, an analysis unit 132, a candidate acquisition unit 133, a correction unit 134, and an evaluation unit 135. The analysis unit 132 includes a term set acquisition means 1321, an explanation degree analysis means 1322, and an explanation order analysis means 1323. The output unit 14 includes an analysis output unit 141, a correction output unit 142, a candidate output unit 143, and an evaluation output unit 144.

[0038] Various types of information are stored in the storage unit 11. The various types of information include, for example, textbook information, a slide set, and a textbook, which will be described later.

[0039] A textbook is a textbook for a lecture. A lecture can be broadly understood as an explanation, commentary, etc. A textbook is the information that forms the basis of a lecture. In this context, textbooks are not limited to those sold as textbooks. A textbook can also be a reference book, teaching guide, or paper, and is broadly understood as such.

[0040] The textbook management unit 111 stores textbook information. Textbook information is information based on a textbook. The textbook information has, for example, a term hierarchical structure. The textbook information has, for example, explanation order information. The textbook information has, for example, chapter-specific information. The textbook information is, for example, an ordered terminology system. The ordered terminology system has a term hierarchical structure and explanation order information.

[0041] A term hierarchy is information that includes one or more relationship identifiers that identify conceptual relationships between two or more terms. A term hierarchy typically includes two or more terms. A term is typically a single word, but may include two or more words. That is, a term may include a phrase. A term here refers to a term that appears in a textbook.

[0042] Examples of relationship identifiers are "is-a," "part-of," "use-for," "same-as," "is-a-kind-of," "refer-to," and "is-an-example-of."

[0043] "Is-a" is the relationship between a lower-level term and a higher-level term. An example of an "is-a" relationship is "'Quicksort' is-a 'sorting large data sets'."

[0044] "Part-of" is a relationship between a term that indicates a whole and a term that indicates a part of it. An example of a "part-of" relationship is ""Bucket"" part-of "Bucketsort".

[0045] "Use-for" is a conceptual relationship that expresses the purpose of use within the whole-part relationship. Examples of "use-for" are "Queue use-for job management" and "Queue use-for message handler." This is because a "queue" is used to perform "job management" in a printer or a "message handler" in a window system.

[0046] "Same-as" is the relationship between two or more synonymous terms. Here, synonymy means a relationship in which the terms can be expressed in the same way. An example of a "same-as" relationship is "queue" same-as "waiting queue." This is because "queue" is also called "waiting queue." Even if the meanings are different strictly speaking, if the textbook used in the construction uses the same meaning, it is considered to be in a same-as relationship.

[0047] "Is-a-kind-of" is a conceptual relationship that expresses a kind among superordinate-subordinate relationships. A kind here is a group of concepts classified according to a common property. Examples of "is-a-kind-of" relationships are ""stack" is-a-kind-of" data structure" and ""queue" is-a-kind-of" data structure".

[0048] "Refer-to" is a conceptual relationship that expresses the referent and the referenced object. For example, if "array" appears in Chapter 4 of a textbook and has already been explained in Chapter 3, then "Array (Chapter 4) "refer-to" Array (Chapter 3)" holds true.

[0049] "Is-an-example-of" is a conceptual relationship that represents an example of a superior-subordinate relationship. An example here is when a concept is replaced with another thing that has the same properties. For example, "one-way tunnel" and "order slip holder" are things that have the properties of a queue, so "tunnel is-an-example-of queue" and "order slip holder is-an-example-of queue" hold true.

[0050] Explanation order information is information that specifies the explanation order of two or more terms. Explanation order information usually has two or more terms. Explanation order information is, for example, a set of terms in which two or more terms are arranged in explanation order. Explanation order information is, for example, information that has an order identifier (e.g., a number indicating the order) associated with each of two or more terms. Note that explanation order information may have any data structure as long as it specifies the explanation order of two or more terms.

[0051] The explanation order information may have, for example, an order flag for two or more terms. The order flag indicates whether the two or more subordinate terms have an order. The order flag may be "ordered" or "unordered." For example, two or more subordinate terms associated with the relation identifier "is-a-kind-of" may have an order flag associated with them.

[0052] The ordered terminology system is information that has a term hierarchical structure and explanation order information. In other words, the explanation order information may be embedded in the term hierarchical structure.

[0053] It is preferable that either or both of the term hierarchical structure and explanation order information have two or more terms.

[0054] The slide management unit 112 stores a slide collection, which is a collection of two or more slides. Each of the two or more slides in the slide collection is associated with chapter-specific information. The slide collection in the slide management unit 112 is preferably a slide collection generated by the generation unit 131, but may also be a slide collection created manually.

[0055] The chapter-specific information is information that can identify the chapter of a term that appears in a textbook. The chapter-specific information is, for example, a chapter identifier that corresponds to the term. The chapter identifier is information that identifies a chapter. An example of a chapter identifier is "1" or "Chapter 1." The chapter-specific information is, for example, one or more terms that are paired with each of two or more chapter identifiers. It is preferable that chapter-specific information is associated with each of two or more terms contained in the term hierarchical structure or explanation order information.

[0056] The reception unit 12 receives various instructions and information. Examples of such instructions and information include analysis instructions. An analysis instruction is an instruction to analyze a set of slides. Here, reception refers to the reception of information input from an input device such as a keyboard, mouse, or touch panel, but may also include the reception of information transmitted via a wired or wireless communication line, or the reception of information read from a recording medium such as an optical disk, a magnetic disk, or a semiconductor memory.

[0057] The means for inputting various instructions and information may be any means, such as a touch panel, keyboard, mouse, or menu screen.

[0058] The processing unit 13 performs various types of processing, such as processing performed by the generating unit 131, the analyzing unit 132, the candidate acquiring unit 133, or the correcting unit .

[0059] The generation unit 131 generates a set of slides that explain a textbook based on the textbook. The generation unit 131 can be realized by publicly known technology such as Non-Patent Document 1. Since the generation unit 131 is publicly known technology, detailed description thereof will be omitted.

[0060] The analysis unit 132 analyzes the set of slides based on the textbook information and obtains the analysis results. The analysis unit 132 performs analyses such as "notation variation inspection," "item inspection," "parallel relationship inspection," "hierarchical relationship inspection," "exhaustiveness inspection," "compliance inspection," "sentence length inspection," and "sentence-ending expression inspection," for example. (1) Testing spelling variations

[0061] The analysis unit 132 acquires two or more terms that correspond to the relation identifier "same-as" in the term hierarchical structure of the textbook information. Next, if the analysis unit 132 determines that multiple terms out of the two or more terms exist in the slide set, it acquires an analysis result that identifies the multiple terms as spelling variations.

[0062] In addition, when multiple terms exist in only one sentence of the slide set, the analysis unit 132 preferably does not regard the multiple terms as spelling variations. An example of a case where multiple terms exist in one sentence is "bubble sort." (2) Itemized inspection

[0063] The analysis unit 132 acquires two or more terms written in numbered paragraphs from the slide collection. The analysis unit 132 determines whether the explanation order of the terms indicated by the explanation order information in the textbook information differs from the order of the numbers corresponding to each of the two or more terms, and acquires an analysis result indicating that the notation is inappropriate. The analysis unit 132 uses the explanation order information contained in the textbook information to determine that terms that do not have an explanation order are written in numbered paragraphs in a set of slides, and obtains the analysis result that the notation is inappropriate. (3) Parallel relationship testing

[0064] The analysis unit 132 detects indent information from each slide in the slide collection. Next, the analysis unit 132 acquires two or more terms that exist at the same level in the indent information. Next, using the term hierarchical structure of textbook information, the analysis unit 132 acquires an analysis result that indicates that the two or more terms are in an inappropriate parallel relationship when it determines that the two or more terms are not in a parallel relationship in the term hierarchical structure. (4) Hierarchical relationship test

[0065] The analysis unit 132 detects indent information of slides in the slide collection. Next, the analysis unit 132 acquires two or more terms that have a hierarchical relationship in the indent information. If the analysis unit 132 determines that the hierarchical relationship of the two or more terms does not match the hierarchical relationship of the same two or more terms in the term hierarchical structure, it acquires an analysis result indicating that the hierarchical relationship is inappropriate. (5) Comprehensiveness inspection

[0066] The analysis unit 132 acquires terms contained in the slide set, and acquires one or more terms that are subordinate concepts of the acquired terms by referring to the term hierarchical structure. Next, the analysis unit 132 determines whether the one or more subordinate terms appear in the slide set. If the analysis unit 132 determines that there is a subordinate term among the one or more subordinate terms that does not appear in the slide set, it acquires an analysis result indicating that the subordinate terms are not comprehensive. (6) Compliance inspection

[0067] The analysis unit 132 acquires first chapter-identifying information for a term that appears in a slide included in the slide collection, the first chapter-identifying information corresponding to the slide. The analysis unit 132 also acquires second chapter-identifying information for the term from the chapter-identifying information in the textbook information. If "first chapter-identifying information > second chapter-identifying information," the analysis unit 132 acquires an analysis result indicating that the learning order is non-compliant. In other words, the analysis unit 132 acquires an analysis result indicating that a slide collection in which a term appears in a chapter earlier than the chapter in the textbook is non-compliant. (7) Text length test

[0068] The analysis unit 132 acquires the amount of text in part or all of the slides in the slide set, and acquires an analysis result indicating that the amount of text is inappropriate if the amount of text is equal to or greater than a threshold. The threshold is, for example, a specific number of characters (e.g., 20 characters) or a specific number of lines (e.g., 3 lines). The part or all of the slides is a text amount inspection unit. A text amount inspection unit is a unit for inspecting the amount of text. A text amount inspection unit is, for example, a slide set, one slide, a text area (e.g., one text box), one sentence, or a character string in one bulleted list. (8) Sentence-final expression test

[0069] The analysis unit 132 acquires two or more sentences from each slide in the slide collection. Next, the analysis unit 132 acquires a sentence-final expression identifier for each of the two or more sentences. A sentence-final expression identifier is information that identifies the form of a sentence-final expression. The sentence-final expression identifier is, for example, "plain style" or "polite style." Next, if the acquired sentence-final expression identifier is different from the specified sentence-final expression identifier, or if two or more types of sentence-final expression identifiers exist, the analysis unit 132 acquires an analysis result indicating that there is a disorder in the sentence-final expression. Note that the analysis unit 132 does not subject sentences ending in noun forms to the sentence-final expression inspection.

[0070] The term set acquisition means 1321 acquires a term set, which is two or more terms, from each of two or more slides included in the slide set.

[0071] The term set acquiring means 1321 acquires, for example, a term set, which is two or more terms whose order of appearance on a slide can be specified, from each of two or more slides included in the slide set.

[0072] The term set acquisition means 1321 acquires one or more terms from each of two or more slides in the slide set. It is preferable that the term set acquisition means 1321 acquires one or more terms that appear in the slides in the slide set and that are included in the term hierarchical structure. In other words, each of the two or more terms included in the term set acquired by the term set acquisition means 1321 is usually a term that exists in textbook information.

[0073] The explanation level analysis means 1322 acquires, from the textbook information, relational identifiers of two or more terms in the term set acquired by the term set acquisition means 1321, and acquires an analysis result regarding the explanation level for the two or more terms using the term set and the relational identifiers of the two or more terms. Note that the explanation level for the two or more terms can be said to be the explanation level for the slide set. The explanation level for the two or more terms can be said to be the explanation level for the textbook, for example.

[0074] The explanation degree analysis means 1322 performs, for example, a part-of test, a use-for test, or a same-as test. (1) Part-of inspection

[0075] For example, the explanation level analysis means 1322 determines whether one superordinate term corresponding to the relation identifier "part-of" exists and whether all two or more subordinate terms corresponding to the relation identifier "part-of" exist in the term set acquired by the term set acquisition means 1321. If one or more subordinate terms among the two or more subordinate terms do not exist, the explanation level analysis means 1322 acquires an analysis result warning of the addition of non-existent subordinate terms. Note that a superordinate term is a superordinate term among two or more terms in a hierarchical relationship. A subordinate term is a subordinate term among two or more terms in a hierarchical relationship. It is also preferable that the analysis result includes non-existent subordinate terms. (2) Use-for inspection

[0076] For example, the explanation level analysis means 1322 acquires the number or percentage of existing subordinate terms among the two or more subordinate terms that correspond to the relation identifier "use-for" when one superordinate term that corresponds to the relation identifier "use-for" exists in the term set acquired by the term set acquisition means 1321, and if the number or percentage is low enough to satisfy a warning condition, acquires an analysis result that warns of the addition of non-existent subordinate terms. The warning condition is, for example, "1 or less" or "less than 50%." It is preferable that the analysis result includes non-existent subordinate terms. (3) Same-as testing

[0077] The explanation degree analysis means 1322, for example, determines whether or not one or more terms among two or more terms corresponding to the relational identifier "same-as" exist in the set of terms acquired by the term set acquisition means 1321, and if no terms exist, acquires an analysis result warning of the addition of one or more terms among the two or more terms. It is preferable that the analysis result includes at least one term among the two or more terms that do not exist. It is also preferable that the analysis result includes the one or more terms.

[0078] The explanation order analysis means 1323 acquires an analysis result regarding the explanation order of two or more terms included in the term set, using the term set and explanation order information acquired by the term set acquisition means 1321. It is preferable that the analysis result includes the two or more terms.

[0079] The explanation order analysis means 1323 performs, for example, the following is-a-kind-of test. That is, using the explanation order information, the explanation order analysis means 1323 determines whether one superordinate term corresponding to the relation identifier "is-a-kind-of" exists in the term set acquired by the term set acquisition means 1321, and whether, among two or more subordinate terms corresponding to the relation identifier "is-a-kind-of," two or more subordinate terms corresponding to "ordered" exist in the term set in accordance with the order of the two or more subordinate terms. If the two or more subordinate terms do not exist in the slide set in the order according to the explanation order information, the explanation order analysis means 1323 acquires an analysis result warning of a change in the order of the two or more subordinate terms. Note that the term set here is information that can identify the order of appearance of two or more terms. Furthermore, whether a term exists in the term set refers to whether it exists in the slide set.

[0080] When a single superordinate term and two or more subordinate terms corresponding to the relation identifier "is-a-kind-of" exist in the terminology hierarchical structure, it is preferable that the two or more subordinate terms are associated with an order flag of "ordered" or "unordered." When the order flag is "ordered," for example, the two or more subordinate terms are managed in the terminology hierarchical structure in a manner that makes the order of the terms clear.

[0081] The candidate acquisition unit 133 acquires two or more correction candidates for one slide based on the analysis result obtained by the analysis unit 132.

[0082] For example, if the analysis unit 132 obtains an analysis result indicating an inappropriate amount of text through the above-described "text amount inspection," the candidate acquisition unit 133 creates a first proposal by dividing the text corresponding to the inappropriate amount of text, and a second proposal by summarizing the text corresponding to the inappropriate amount of text. The candidate output unit 143 then outputs the first proposal and the second proposal to the user. The correction unit 134 then replaces the text corresponding to the inappropriate amount of text with the proposal selected by the user.

[0083] Such an example is shown in Figure 2. In Figure 2, the analysis unit 132 performs a "text length inspection" on an input slide 201, and the candidate acquisition unit 133 creates and outputs a first proposal 202 in which an excessive amount of text is divided, and a second proposal in which the excessive amount of text is summarized. Next, the correction unit 134 replaces the text corresponding to the text length with the proposal selected by the user. Then, the correction output unit 142 outputs the slide corrected by the correction unit 134.

[0084] The correction unit 134 corrects the set of slides based on the analysis results obtained by the analysis unit 132. For example, when the analysis unit 132 detects a "spelling variation," the correction unit 134 obtains the number of times each of two or more terms corresponding to the "spelling variation" appears in the set of slides, determines the term that appears the most frequently, and replaces the other terms with the determined term.

[0085] Here, the correction unit 134 may output two or more terms corresponding to the "spelling variation" to the user, and replace the other term with the term selected by the user.

[0086] An example of this is shown in Figure 3. In Figure 3, the correction unit 134 obtains the terms "reference value" and "pivot" that are two levels above the "spelling variation," obtains the number of times that these terms appear in the slide collection, determines the term "reference value" that appears the most, and replaces the other terms "pivot" with the determined term "reference value."

[0087] The evaluation unit 135 evaluates the set of slides based on the analysis results acquired by the analysis unit 132, and acquires an evaluation value. The evaluation unit 135 acquires, for example, an evaluation value for each analysis. For example, in one analysis, the evaluation unit 135 acquires a lower evaluation value the more inappropriate (NG) objects there are as a result of the analysis.

[0088] The evaluation unit 135 acquires a comprehensive evaluation value for the slide collection using, for example, the evaluation value for each analysis. The evaluation unit 135 acquires a higher comprehensive evaluation value as the evaluation value for each analysis increases.

[0089] The output unit 14 outputs various information, such as the analysis result, two or more correction candidates, and a set of corrected slides.

[0090] Here, output is a concept that includes displaying on a display, projection using a projector, printing on a printer, sound output, transmission to an external device, storage on a recording medium, and delivery of processing results to other processing devices or other programs.

[0091] The analysis output unit 141 outputs the analysis results acquired by the analysis unit 132 .

[0092] The correction output unit 142 outputs the slide corrected by the correction unit 134.

[0093] The candidate output unit 143 outputs two or more correction candidates acquired by the candidate acquisition unit 133.

[0094] The evaluation output unit 144 outputs the evaluation value acquired by the evaluation unit 135. The evaluation output unit 144 outputs the overall evaluation value acquired by the evaluation unit 135, for example.

[0095] The storage unit 11, textbook management unit 111, and slide management unit 112 are preferably non-volatile recording media, but may also be realized as volatile recording media.

[0096] There is no restriction on the process by which information is stored in the storage unit 11 etc. For example, information may be stored in the storage unit 11 etc. via a recording medium, information transmitted via a communication line etc. may be stored in the storage unit 11 etc., or information input via an input device may be stored in the storage unit 11 etc.

[0097] The reception unit 12 can be realized by a device driver for an input means such as a touch panel or a keyboard, control software for a menu screen, etc. The reception unit 12 may also be realized by a wireless or wired communication means.

[0098] The processing unit 13, the generation unit 131, the analysis unit 132, the candidate acquisition unit 133, the correction unit 134, the evaluation unit 135, the term set acquisition means 1321, the explanation degree analysis means 1322, and the explanation order analysis means 1323 can usually be realized by a processor, a memory, etc. The processing procedures of the processing unit 13, etc. are usually realized by software, and the software is recorded on a recording medium such as a ROM. However, they may also be realized by hardware (dedicated circuit). The processor may be a CPU, MPU, GPU, etc., and the type is not important.

[0099] The output unit 14, the analysis output unit 141, the correction output unit 142, the candidate output unit 143, and the evaluation output unit 144 may or may not include output devices such as a display or a speaker. The output unit 14 may be realized by driver software for an output device, or by a combination of driver software for an output device and the output device. The output unit 14, etc. may be realized by wireless or wired communication means.

[0100] Next, an example of the operation of the slide analyzing apparatus 1 will be described with reference to the flowchart of FIG.

[0101] (Step S401) The analysis unit 132 acquires a set of slides from the slide management unit 112. Note that this set of slides is a set of slides to be analyzed.

[0102] (Step S402) The term set acquiring unit 1321 performs a process of acquiring a term set from a slide set. An example of the term set acquiring process will be described with reference to the flowchart of FIG.

[0103] (Step S403) The analysis unit 132 performs an examination on the slide set using the relationship identifier “pary-of.” An example of such a pary-of examination will be described with reference to the flowchart of FIG.

[0104] (Step S404) The analysis unit 132 performs a check on the set of slides using the relationship identifier “use-for.” An example of such a use-for check will be described with reference to the flowchart of FIG.

[0105] (Step S405) The analysis unit 132 performs an inspection on the slide collection using the relationship identifier “same-as.” An example of such a same-as inspection will be described with reference to the flowchart of FIG.

[0106] (Step S406) The analysis unit 132 performs a test on the set of slides using the relationship identifier “is-a-kind-of.” An example of such an is-a-kind-of test will be described with reference to the flowchart of FIG.

[0107] (Step S407) The analysis unit 132 performs an inspection regarding spelling variations. An example of such a spelling variation inspection will be described with reference to the flowchart in FIG.

[0108] (Step S408) The analysis unit 132 performs an itemized check. An example of the itemized check will be described with reference to the flowchart in FIG.

[0109] (Step S409) The analysis unit 132 checks whether the terms are in a parallel relationship. An example of the parallel relationship check will be described with reference to the flowchart in FIG.

[0110] (Step S410) The analysis unit 132 checks the hierarchical relationship between terms. An example of such a hierarchical relationship check will be described with reference to the flowchart in FIG.

[0111] (Step S411) The analysis unit 132 checks the comprehensiveness of terms. An example of such a comprehensiveness check will be described with reference to the flowchart of FIG.

[0112] (Step S412) The analysis unit 132 checks the compliance of the learning order for terms. An example of such a compliance check will be described with reference to the flowchart of FIG.

[0113] (Step S413) The analysis unit 132 performs a text length inspection, which is an inspection related to the text length. An example of such a text length inspection will be described with reference to the flowchart of FIG.

[0114] (Step S414) The analysis unit 132 performs a sentence-final expression check, which is a check on sentence-final expressions. An example of such a sentence-final expression check will be described with reference to the flowchart of FIG.

[0115] (Step S415) The correction unit 134 automatically corrects the set of slides. An example of such automatic correction processing will be described with reference to the flowchart of FIG.

[0116] (Step S416) The candidate acquisition unit 133 temporarily stores candidates for correction for the sentence to be corrected. An example of such candidate acquisition processing will be described with reference to the flowchart of FIG.

[0117] (Step S417) The modifying unit 134 assigns 1 to the counter i.

[0118] (Step S418) The correction unit 134 determines whether the i-th set of correction candidates exists in a buffer (not shown). If the i-th set of correction candidates exists, the process proceeds to step S419; if not, the process proceeds to step S423.

[0119] (Step S419) The candidate output unit 143 outputs the i-th set of correction candidates to the user.

[0120] (Step S420) The accepting unit 12 determines whether or not a selection of a correction candidate has been accepted from the user. If a selection of a correction candidate has been accepted, the process proceeds to step S421, and if not, the process returns to step S420.

[0121] (Step S421) The correction unit 134 replaces the sentence corresponding to the i-th set of correction candidates with the correction candidates selected by the user.

[0122] (Step S422) The modifying unit 134 increments the counter i by 1. The process returns to step S418.

[0123] (Step S423) The evaluation unit 135 evaluates the slide collection and acquires an evaluation value. An example of such evaluation processing will be described with reference to the flowchart of FIG.

[0124] (Step S424) The evaluation output unit 144 outputs the evaluation value acquired in step S422.

[0125] (Step S425) The analysis output unit 141 outputs the analysis results for the set of slides.

[0126] (Step S426) The output unit 14 outputs the corrected set of slides, and the process ends.

[0127] Next, an example of the term set acquisition process in step S402 will be described with reference to the flowchart in FIG.

[0128] (Step S501) The term set acquiring means 1321 assigns 1 to a counter i.

[0129] (Step S502) The term set acquisition unit 1321 determines whether the i-th slide (page) exists in the slide set. If the i-th slide exists, the process proceeds to step S503; if not, the process returns to the upper process.

[0130] (Step S503) The term set obtaining unit 1321 obtains the i-th slide.

[0131] (Step S504) The term set acquiring unit 1321 acquires the chapter identification information associated with the i-th slide.

[0132] (Step S505) The term set acquiring means 1321 assigns 1 to a counter j.

[0133] (Step S506) The term set acquisition unit 1321 determines whether or not the jth text area exists in the i-th slide. If the jth text area exists, the process proceeds to step S507; if not, the process proceeds to step S514. Note that a text area is an area from which text can be acquired. A text area is, for example, a text box, but it may also be an image in which text appears.

[0134] (Step S507) The term set acquiring unit 1321 temporarily stores the text from the text area so as to form a pair with i and j. The term set acquiring unit 1321 may acquire the text by performing character recognition processing on the image.

[0135] (Step S508) The term set acquiring unit 1321 acquires one or more terms from the text area. For example, the term set acquiring unit 1321 performs morphological analysis on the text and acquires one or more terms that are independent words.

[0136] (Step S509) The term set acquiring unit 1321 assigns 1 to a counter k.

[0137] (Step S510) The term set acquisition means 1321 determines whether or not the kth term exists among the terms acquired in step S508. If the kth term exists, the process proceeds to step S511; if not, the process proceeds to step S513.

[0138] (Step S511) The term set acquiring unit 1321 temporarily stores the k-th term in a buffer (not shown) in pairs with i, j, etc. The i, j, etc. are, for example, the i-th slide, the j-th text area, and chapter-specific information.

[0139] (Step S512) The term set acquiring means 1321 increments the counter k by 1. The process returns to step S510.

[0140] (Step S513) The term set acquiring means 1321 increments the counter j by 1. The process returns to step S506.

[0141] (Step S514) The term set acquiring means 1321 increments the counter i by 1. The process returns to step S502.

[0142] Next, an example of the pary-of test in step S403 will be described with reference to the flowchart in FIG.

[0143] (Step S601) The explanation level analyzing means 1322 acquires a term hierarchical structure from the textbook management unit 111.

[0144] (Step S602) The explanation degree analyzing means 1322 assigns 1 to a counter i.

[0145] (Step S603) The explanation level analysis means 1322 determines whether or not a set of superordinate terms and one or more subordinate terms related by the i-th "part-of" exists in the term hierarchical structure acquired in step S601. If a set of terms related by the i-th "part-of" exists, the process proceeds to step S604; if not, the process returns to the superordinate processing.

[0146] (Step S604) The explanation level analysis means 1322 acquires a set of a superordinate term and one or more subordinate terms related by the i-th "part-of" (referred to as a "superordinate-subordinate set") from the term hierarchical structure acquired in step S601.

[0147] (Step S605) The explanation level analysis means 1322 determines whether or not the superordinate term in the superordinate / subordinate set acquired in step S604 exists in the term set acquired in step S402. If the superordinate term exists, the process proceeds to step S606; if not, the process proceeds to step S609.

[0148] (Step S606) The explanation level analysis means 1322 determines whether all of the hyponyms in the set acquired in step S604 are present in the term set acquired in step S402. If all of the hyponyms are present, the process proceeds to step S607; if there are any terms that do not exist, the process proceeds to step S610.

[0149] (Step S607) The explanation level analysis means 1322 adds 1 to the variable "part-of(OK)". The variable "part-of(OK)" is a variable that counts the number of acceptable upper and lower sets in the part-of test. The initial values ​​of all variables are "0".

[0150] (Step S608) The explanation degree analyzing means 1322 increments the counter i by 1. The process returns to step S603.

[0151] (Step S609) The explanation level analysis means 1322 adds to the variable "analysis result" that there is no explanation for the "superordinate term" corresponding to the i-th "part-of" in the slide set. Proceed to step S612. Note that it is preferable that the variable "analysis result" includes the "superordinate term."

[0152] (Step S610) The explanation level analyzing means 1322 acquires one or more subordinate terms that are not present in the term set acquired in step S402.

[0153] (Step S611) The explanation level analysis means 1322 adds to the variable "analysis result" the fact that there is no explanation for one or more "subordinate terms" corresponding to the i-th "part-of." Note that it is preferable that the variable "analysis result" includes one or more "subordinate terms."

[0154] (Step S612) The explanation degree analyzing means 1322 increments the variable "part-of(NG)" by 1. Then, the process proceeds to step S608. The variable "part-of(NG)" is a variable that counts the number of problematic upper and lower sets in the part-of test.

[0155] Next, an example of the use-for test in step S404 will be described with reference to the flowchart in FIG.

[0156] (Step S701) The explanation level analyzing means 1322 acquires a term hierarchical structure from the textbook management unit 111.

[0157] (Step S702) The explanation degree analyzing means 1322 assigns 1 to a counter i.

[0158] (Step S703) The explanation level analysis means 1322 determines whether or not a set (superordinate-subset) of a superordinate term and one or more subordinate terms related by the i-th "use-for" exists in the term hierarchical structure acquired in step S601. If the superordinate-subset exists, the process proceeds to step S704; if not, the process returns to the superordinate process.

[0159] (Step S704) The explanation level analyzing means 1322 acquires the upper and lower sets related by the i-th "use-for" from the term hierarchical structure acquired in step S701.

[0160] (Step S705) The explanation level analysis means 1322 determines whether or not the superordinate term in the superordinate / subordinate set acquired in step S704 exists in the term set acquired in step S402. If the superordinate term exists, the process proceeds to step S706; if not, the process proceeds to step S713.

[0161] (Step S706) The explanation level analysis means 1322 determines, from among the subordinate terms in the set obtained in step S704, terms that exist in the term set obtained in step S402 and terms that do not exist in the term set obtained in step S402.

[0162] (Step S707) The explanation level analyzing means 1322 acquires the number or percentage of terms that exist in the term set acquired in step S402, from among the subordinate terms in the set acquired in step S704.

[0163] (Step S708) The explanation level analysis means 1322 determines whether the number or ratio acquired in step S707 satisfies the warning condition. If the warning condition is met, the process proceeds to step S711, and if the warning condition is not met, the process proceeds to step S709.

[0164] (Step S709) The explanation level analyzing means 1322 increments the variable "use-for (OK)" by 1. The variable "use-for (OK)" is a variable that counts the number of acceptable upper and lower sets in the use-for test.

[0165] (Step S710) The explanation degree analyzing means 1322 increments the counter i by 1. The process returns to step S703.

[0166] (Step S711) The explanation level analysis means 1322 acquires one or more sub-terms that do not exist in the term set acquired in step S402. The explanation level analysis means 1322 adds a warning to the variable "analysis result" that the one or more sub-terms that do not exist will be added. Note that it is preferable that the variable "analysis result" includes the one or more sub-terms.

[0167] (Step S712) The explanation degree analyzing means 1322 increments the variable "use-for (NG)" by 1. Then, the process proceeds to step S710. The variable "use-for (NG)" is a variable that counts the number of problematic upper and lower sets in the use-for test.

[0168] (Step S713) The explanation level analysis means 1322 adds to the variable "analysis result" that there is no explanation for the "superordinate term" corresponding to the i-th "use-for" in the slide set. Then, proceed to step S712. Note that it is preferable that the variable "analysis result" includes the "superordinate term."

[0169] Next, an example of the same-as test in step S405 will be described with reference to the flowchart in FIG.

[0170] (Step S801) The explanation level analyzing means 1322 acquires a term hierarchical structure from the textbook management unit 111.

[0171] (Step S802) The explanation degree analyzing means 1322 assigns 1 to a counter i.

[0172] (Step S803) The explanation level analysis means 1322 determines whether or not there is a set of two or more terms related by the i-th "same-as" in the term hierarchical structure acquired in step S801. If there is a set of terms related by the i-th "same-as," the process proceeds to step S804; if there is not, the process returns to the upper level process.

[0173] (Step S804) The explanation level analyzing means 1322 acquires a set of two or more terms related by the i-th "same-as" from the term hierarchical structure acquired in step S801.

[0174] (Step S805) The explanation level analysis means 1322 determines whether any of the two or more terms acquired in step S804 is present in the term set acquired in step S402. If any of the terms is present, the process proceeds to step S806; if not, the process proceeds to step S808.

[0175] (Step S806) The explanation level analyzing means 1322 increments the variable "same-as (OK)" by 1. The variable "same-as (OK)" is a variable that counts the number of sets of terms that are acceptable in the same-as test.

[0176] (Step S807) The explanation degree analyzing means 1322 increments the counter i by 1. The process returns to step S703.

[0177] (Step S808) The explanation level analysis means 1322 adds to the variable "analysis result" a note indicating that it is necessary to add any one of the two or more terms acquired in step S804 to the slide set. Note that it is preferable that the variable "analysis result" includes any one of the two or more terms.

[0178] (Step S809) The explanation degree analyzing means 1322 increments the variable "same-as (NG)" by 1. The process proceeds to step S807.

[0179] Next, an example of the is-a-kind-of test in step S406 will be described with reference to the flowchart in FIG.

[0180] (Step S901) The explanation level analyzing means 1322 acquires a term hierarchical structure from the textbook management unit 111.

[0181] (Step S902) The explanation degree analyzing means 1322 assigns 1 to a counter i.

[0182] (Step S903) The explanation level analysis means 1322 determines whether or not a set of superordinate terms and one or more subordinate terms related by the i-th "is-a-kind-of" (superordinate / subordinate term set) exists in the term hierarchical structure acquired in step S901. If a superordinate / subordinate term set exists, the process proceeds to step S804; if not, the process returns to the superordinate process.

[0183] (Step S904) The explanation level analyzing means 1322 acquires a set of upper and lower terms related by the i-th "is-a-kind-of" from the term hierarchical structure acquired in step S901.

[0184] (Step S905) The explanation level analysis means 1322 determines whether or not a superordinate term in the superordinate / superordinate term set acquired in step S904 exists in the term set acquired in step S402. If the superordinate term exists, the process proceeds to step S906; if not, the process proceeds to step S714.

[0185] (Step S906) The explanation level analyzing unit 1322 obtains, from the term hierarchical structure obtained in step S901, order flags associated with the hyponyms in the set of hypernyms obtained in step S904.

[0186] (Step S907) The explanation level analysis means 1322 determines whether all of the hyponyms in the hyponym term set acquired in step S904 are present in the term set acquired in step S402. If all of the hyponyms are present, the process proceeds to step S908; if any hyponyms are not present, the process proceeds to step S913.

[0187] (Step S908) The explanation level analysis means 1322 determines whether the order of one or more subordinate terms in the term set acquired in step S402 conforms to the order flag acquired in step S906. If it conforms to the order flag, the process proceeds to step S909; if it does not conform to the order flag, the process proceeds to step S911.

[0188] (Step S909) The explanation level analysis means 1322 increments the variable "is-a-kind-of (OK)" by 1. The variable "is-a-kind-of (OK)" is a variable that counts the number of acceptable upper and lower sets in the is-a-kind-of test.

[0189] (Step S910) The explanation degree analyzing means 1322 increments the counter i by 1. The process returns to step S903.

[0190] (Step S911) The explanation level analyzing means 1322 adds information proposing a change in the order of the “subordinate terms” to the variable “analysis result.” Note that it is preferable that the variable “analysis result” includes the “subordinate terms.”

[0191] (Step S912) The explanation level analysis means 1322 increments the variable "is-a-kind-of (NG)" by 1. Then, the process proceeds to step S710. The variable "is-a-kind-of (NG)" is a variable that counts the number of problematic upper and lower sets in the is-a-kind-of test.

[0192] (Step S913) The explanation level analysis means 1322 acquires one or more sub-terms that do not exist in the term set acquired in step S402. The explanation level analysis means 1322 adds a warning to the variable "analysis result" that the one or more sub-terms that do not exist will be added. Then, proceed to step S912.

[0193] (Step S914) The explanation level analyzing means 1322 adds information that there is no explanation for the "superordinate term" to the variable "analysis result." Then, the process proceeds to step S912. Note that it is preferable that the variable "analysis result" includes the "superordinate term."

[0194] Next, an example of the spelling variation check in step S407 will be described with reference to the flowchart in FIG.

[0195] (Step S1001) The analysis unit 132 acquires a term hierarchical structure from the textbook management unit 111.

[0196] (Step S1002) The analysis unit 132 assigns 1 to a counter i.

[0197] (Step S1003) The analysis unit 132 determines whether or not there is a set of two or more terms related by the i-th "same-as" in the term hierarchical structure acquired in step S1001. If there is a set of terms related by the i-th "same-as," the process proceeds to step S1004; if there is not, the process returns to the upper level process.

[0198] (Step S1004) The analysis unit 132 acquires a set of two or more terms related by the i-th "same-as" from the term hierarchical structure acquired in step S1001.

[0199] (Step S1005) The analysis unit 132 determines whether or not multiple terms, among the two or more terms acquired in step S1004, exist in the term set acquired in step S402. If multiple terms exist, the process proceeds to step S1006; if not, the process proceeds to step S1010. Note that multiple terms exist when multiple terms with a "same-as" relationship exist in the slide set.

[0200] (Step S1006) The analysis unit 132 determines whether multiple terms appear only in the same sentence in the slide collection. If they appear only in the same sentence, the process proceeds to step S1010. If multiple terms appear in different sentences, the process proceeds to step S1007.

[0201] (Step S1007) The analysis unit 132 adds information indicating that there are spelling variations for the “plurality of terms” to the variable “analysis result.” Note that it is preferable that the variable “analysis result” includes the “plurality of terms.”

[0202] (Step S1008) The analysis unit 132 increments the variable "spelling variation (NG)" by 1. The variable "spelling variation (NG)" is a variable that counts the number of problematic sets of terms in the spelling variation check.

[0203] (Step S1009) The analysis unit 132 increments the counter i by 1. The process returns to step S1003.

[0204] (Step S1010) The analysis unit 132 increments the variable "spelling variation (OK)" by 1. The variable "spelling variation (OK)" is a variable that counts the number of sets of terms that are acceptable in the spelling variation check.

[0205] Next, an example of the item check in step S408 will be described with reference to the flowchart in FIG.

[0206] (Step S1101) The explanation order analysis unit 1323 detects all numbered itemized text areas from the slide collection.

[0207] (Step S1102) The explanation order analyzing means 1323 assigns 1 to a counter i.

[0208] (Step S1103) The explanation order analysis means 1323 determines whether the ith text area detected in step S1101 exists. If the ith text area exists, the process proceeds to step S1104; if not, the process returns to the upper process.

[0209] (Step S1104) The explanation order analyzing means 1323 acquires a set of terms in the i-th text region from the slide set.

[0210] (Step S1105) The explanation order analysis means 1323 searches the set of terms acquired in step S1104 from the explanation order information or the term hierarchical structure.

[0211] (Step S1106) If the set of terms exists in the explanation order information or the term hierarchical structure, the explanation order analyzing means 1323 proceeds to step S1107, and if not, proceeds to step S1110.

[0212] (Step S1107) The explanation order analysis means 1323 determines whether the order flag associated with the explanation order information or the term set in the term hierarchical structure is "ordered" and whether the order matches the order of the terms in the i-th text area. If this condition is met, the process proceeds to step S1108; if not, the process proceeds to step S1110.

[0213] (Step S1108) The explanation order analyzing means 1323 increments the variable "items (OK)" by 1. The variable "items (OK)" is a variable that counts the number of sets of terms that are acceptable in the itemization check.

[0214] (Step S1109) The explanation order analyzing means 1323 increments the counter i by 1. The process returns to step S1103.

[0215] (Step S1110) The explanation order analyzing means 1323 adds to the variable "search result" the fact that the "set of numbered terms" is an inappropriate itemization. Note that it is preferable that the variable "search result" has the "set of numbered terms".

[0216] (Step S1111) The explanation order analysis means 1323 increments the variable "items (NG)" by 1. The process proceeds to step S1109. The variable "items (NG)" is a variable that counts the number of problematic sets of terms in the itemization check.

[0217] Next, an example of the parallel relationship check in step S409 will be described with reference to the flowchart in FIG.

[0218] (Step S1201) The explanation degree analyzing means 1322 assigns 1 to a counter i.

[0219] (Step S1202) The explanation degree analyzing means 1322 determines whether the i-th page exists in the slide set. If the i-th page exists, the process proceeds to step S1203, and if not, the process returns to the upper process.

[0220] (Step S1203) The explanation degree analyzing means 1322 assigns 1 to a counter j.

[0221] (Step S1204) The explanation degree analysis means 1322 determines whether the jth text area exists in the ith page. If the jth text area exists, the process proceeds to step S1205; if not, the process proceeds to step S1216.

[0222] (Step S1205) The explanation degree analyzing means 1322 determines whether or not an indent exists in the j-th text area in the i-th page. If an indent exists, the process proceeds to step S1206; if not, the process proceeds to step S1215.

[0223] (Step S1206) The explanation degree analyzing means 1322 assigns 1 to a counter k.

[0224] (Step S1207) The explanation level analysis means 1322 determines whether or not two or more terms at the same level as the kth level exist in the indent of the jth text region on the ith page. If two or more terms at the same level exist, the process proceeds to step S1208; if not, the process proceeds to step S1215.

[0225] (Step S1208) The explanation level analyzing means 1322 acquires, from the jth text area in the ith page, a set of two or more terms at the same kth level of indentation of the jth text area in the ith page.

[0226] (Step S1209) The explanation level analyzing means 1322 searches the term hierarchical structure of the textbook management unit 111 for each of the two or more terms acquired in step S1208.

[0227] (Step S1210) The explanation level analysis means 1322 determines whether the two or more terms acquired in step S1208 are terms at the same level in the term hierarchical structure of the textbook management unit 111. If they are terms at the same level, the process proceeds to step S1211; if they are not terms at the same level, the process proceeds to step S1213.

[0228] (Step S1211) The explanation degree analyzing means 1322 increments the variable “parallel relationship (OK)” by 1. The variable “parallel relationship (OK)” is a variable that counts the number of sets of terms that have no problems in the parallel relationship check.

[0229] (Step S1212) The explanation degree analyzing means 1322 increments the counter k by 1. The process returns to step S1207.

[0230] (Step S1213) The explanation level analysis means 1322 adds information that the “set of two or more terms” is in an inappropriate parallel relationship to the variable “analysis result.” Note that it is preferable for the variable “analysis result” to have a “set of two or more terms.”

[0231] (Step S1214) The explanation degree analyzing means 1322 increments the variable "parallel relationship (NG)" by 1. Then, the process proceeds to step S1212. The variable "parallel relationship (NG)" is a variable that counts the number of problematic sets of terms in the parallel relationship check.

[0232] (Step S1215) The explanation degree analyzing means 1322 increments the counter j by 1. The process returns to step S1204.

[0233] (Step S1216) The explanation degree analyzing means 1322 increments the counter i by 1. The process returns to step S1202.

[0234] Next, an example of the hierarchical relationship check in step S410 will be described with reference to the flowchart in FIG.

[0235] (Step S1301) The explanation degree analyzing means 1322 assigns 1 to a counter i.

[0236] (Step S1302) The explanation degree analyzing means 1322 determines whether the i-th page exists in the slide set. If the i-th page exists, the process proceeds to step S1303, and if not, the process returns to the upper process.

[0237] (Step S1303) The explanation degree analyzing means 1322 assigns 1 to a counter j.

[0238] (Step S1304) The explanation degree analysis means 1322 determines whether the jth text area exists in the ith page. If the jth text area exists, the process proceeds to step S1305; if not, the process proceeds to step S1316.

[0239] (Step S1305) The explanation degree analysis means 1322 determines whether or not an indent exists in the j-th text area on the i-th page. If an indent exists, the process proceeds to step S1306; if not, the process proceeds to step S1315.

[0240] (Step S1306) The explanation degree analyzing means 1322 assigns 1 to a counter k.

[0241] (Step S1307) The explanation level analysis means 1322 determines whether two terms with the kth hierarchical relationship exist in the indent of the jth text region on the ith page. If two terms with the kth hierarchical relationship exist, the process proceeds to step S1308; if not, the process proceeds to step S1315.

[0242] (Step S1308) The explanation degree analyzing means 1322 acquires, from the jth text area in the ith page, two terms that are in the kth hierarchical relationship in the indentation of the jth text area in the ith page.

[0243] (Step S1309) The explanation level analyzing means 1322 searches the term hierarchical structure of the textbook management unit 111 for each of the two terms acquired in step S1308.

[0244] (Step S1310) The explanation level analysis means 1322 determines whether the two or more terms acquired in step S1308 are terms in a hierarchical relationship in the terminology hierarchical structure of the textbook management unit 111. If they are terms in a hierarchical relationship, the process proceeds to step S1311; if they are not terms in a hierarchical relationship, the process proceeds to step S1313.

[0245] (Step S1311) The explanation level analyzing means 1322 increments the variable "Superiority Relationship (OK)" by 1. The variable "Superiority Relationship (OK)" is a variable that counts the number of sets of terms that are not problematic in the hierarchical relationship check.

[0246] (Step S1312) The explanation degree analyzing means 1322 increments the counter k by 1. The process returns to step S1307.

[0247] (Step S1313) The explanation level analysis means 1322 adds information to the variable “analysis result” that the “set of two terms” is in an inappropriate hierarchical relationship. Note that it is preferable that the variable “analysis result” includes the “set of two terms.”

[0248] (Step S1314) The explanation degree analyzing means 1322 increments the variable "hierarchical relationship (NG)" by 1. Then, the process proceeds to step S1312. The variable "hierarchical relationship (NG)" is a variable that counts the number of problematic sets of terms in the hierarchical relationship check.

[0249] (Step S1315) The explanation degree analyzing means 1322 increments the counter j by 1. The process returns to step S1304.

[0250] (Step S1316) The explanation degree analyzing means 1322 increments the counter i by 1. The process returns to step S1302.

[0251] Next, an example of the coverage check in step S411 will be described with reference to the flowchart in FIG.

[0252] (Step S1401) The explanation degree analyzing means 1322 assigns 1 to a counter i.

[0253] (Step S1402) The explanation degree analyzing means 1322 determines whether the i-th page exists in the slide set. If the i-th page exists, the process proceeds to step S1403; if not, the process returns to the upper process.

[0254] (Step S1403) The explanation degree analyzing means 1322 assigns 1 to a counter j.

[0255] (Step S1404) The explanation degree analysis means 1322 determines whether the jth text area exists in the ith page. If the jth text area exists, the process proceeds to step S1405; if not, the process proceeds to step S1416.

[0256] (Step S1405) The explanation degree analyzing means 1322 determines whether or not an indent exists in the j-th text area on the i-th page. If an indent exists, the process proceeds to step S1406; if not, the process proceeds to step S1415.

[0257] (Step S1406) The explanation degree analyzing means 1322 assigns 1 to a counter k.

[0258] (Step S1407) The explanation level analysis means 1322 determines whether or not a set of two or more terms with the kth hierarchical relationship exists in the indent of the jth text region on the ith page. If a set of two or more terms with the kth hierarchical relationship exists, the process proceeds to step S1408; if not, the process proceeds to step S1416.

[0259] (Step S1408) The explanation level analysis means 1322 acquires one superordinate term from a set of two or more terms that are in the kth hierarchical relationship of the indentation of the jth text area in the ith page from the jth text area in the ith page.

[0260] (Step S1409) The explanation level analysis means 1322 acquires one or more subordinate terms from a set of two or more terms that are in the kth hierarchical relationship of the indentation of the jth text area in the ith page from the jth text area in the ith page.

[0261] (Step S1410) The explanation level analyzing means 1322 acquires one or more subordinate terms for the superordinate term acquired in step S1408 from the term hierarchical structure of the textbook management unit 111.

[0262] (Step S1411) The explanation level analysis means 1322 determines whether all of the hyponyms acquired in step S1410 are present among the hyponyms acquired in step S1409. If all of the hyponyms are not present, the process proceeds to step S1412; if not, the process proceeds to step S1414.

[0263] (Step S1412) The explanation level analyzing means 1322 increments the variable "exhaustiveness (OK)" by 1. The variable "exhaustiveness (OK)" is a variable that counts the number of sets of terms that are not problematic in the exhaustiveness check.

[0264] (Step S1413) The explanation degree analyzing means 1322 increments the counter k by 1. The process returns to step S1407.

[0265] (Step S1414) The explanation level analysis means 1322 adds information to the variable "analysis result" that there is no explanation for the "missing lower level term" as a lower level term of the "superordinate term." Note that it is preferable that the variable "analysis result" include the "missing lower level term."

[0266] (Step S1415) The explanation level analysis means 1322 increments the variable "exhaustiveness (NG)" by 1. The process proceeds to step S1413. The variable "exhaustiveness (NG)" is a variable that counts the number of problematic sets of terms in the exhaustiveness check.

[0267] (Step S1416) The explanation degree analyzing means 1322 increments the counter j by 1. The process returns to step S1404.

[0268] (Step S1417) The explanation degree analyzing means 1322 increments the counter i by 1. The process returns to step S1402.

[0269] Next, an example of the compliance check in step S412 will be described with reference to the flowchart in FIG.

[0270] (Step S1501) The explanation level analyzing means 1322 acquires the term set acquired in step S402.

[0271] (Step S1502) The explanation degree analyzing means 1322 assigns 1 to a counter i.

[0272] (Step S1503) The explanation degree analysis means 1322 determines whether the i-th term exists in the term set acquired in step S1501. If the i-th term exists, the process proceeds to step S1504; if not, the process returns to the upper level process. Note that for the same term, the i-th term is the term that first appears in the slide set.

[0273] (Step S1504) The explanation degree analyzing unit 1322 acquires the i-th term and the chapter identifying information paired with the term. This chapter identifying information is the chapter identifying information in the slide.

[0274] (Step S1505) The explanation level analyzing means 1322 searches the textbooks in the textbook management unit 111 using the i-th term as a key.

[0275] (Step S1506) The explanation degree analyzing means 1322 acquires, from the textbook, chapter identification information that identifies the chapter in which the i-th term first appears. This chapter identification information is the chapter identification information in the textbook.

[0276] (Step S1507) The explanation degree analysis means 1322 determines whether the non-compliance condition "'Chapter specific information in the slide' < 'Chapter specific information in the textbook'" is met. If the non-compliance condition is met, the process proceeds to step S1508; if not, the process proceeds to step S1511.

[0277] (Step S1508) The explanation level analysis means 1322 adds information that the learning order of the “term” is non-compliant to the variable “analysis result.” Note that it is preferable that the variable “analysis result” includes the “term.”

[0278] (Step S1509) The explanation level analyzing means 1322 increments the variable "compliance (NG)" by 1. The variable "compliance (NG)" is a variable that counts the number of problematic terms in the compliance check.

[0279] (Step S1510) The explanation degree analyzing means 1322 increments the counter i by 1. The process returns to step S1503.

[0280] (Step S1511) The explanation level analyzing means 1322 adds 1 to the variable "compliance (OK)". The process proceeds to step S1210. The variable "compliance (OK)" is a variable that counts the number of acceptable terms in the compliance check.

[0281] Next, an example of the text length check in step S413 will be described with reference to the flowchart in FIG.

[0282] (Step S1601) The explanation degree analyzing means 1322 assigns 1 to a counter i.

[0283] (Step S1602) The explanation degree analysis means 1322 determines whether or not the i-th slide exists in the set of slides in the slide management unit 112. If the i-th slide exists, the process proceeds to step S1603; if not, the process returns to the upper process.

[0284] (Step S1603) The explanation degree analyzing means 1322 assigns 1 to a counter j.

[0285] (Step S1604) The explanation degree analysis means 1322 determines whether the jth text amount inspection unit exists in the i-th slide. If the jth text amount inspection unit exists, the process proceeds to step S1605; if not, the process proceeds to step S1612.

[0286] The text length inspection unit is a unit for inspecting whether the text length is appropriate. The text length inspection unit may be, for example, one page, one text area, one sentence, one item in a list, or the like, but is not limited thereto.

[0287] (Step S1605) The explanation degree analyzing means 1322 acquires the sentence of the j-th sentence amount inspection unit in the i-th slide.

[0288] (Step S1606) The explanation degree analyzing means 1322 acquires the amount of text of the text acquired in step S1605. Note that the amount of text is, for example, the number of characters.

[0289] (Step S1607) The explanation degree analyzing means 1322 judges whether or not "text amount>=threshold value." If "text amount>=threshold value" is satisfied, the process proceeds to step S1608, and if not, the process proceeds to step S1611.

[0290] (Step S1608) The explanation level analysis means 1322 temporarily stores the text acquired in step S1605 in a buffer (not shown) in association with the jth text length inspection unit in the i-th slide. The explanation level analysis means 1322 also acquires an inspection result indicating that the text length of the text length inspection unit is large. It is preferable that the inspection result include the text length inspection unit.

[0291] (Step S1609) The explanation level analyzing means 1322 increments the variable "text length (NG)" by 1. The variable "text length (NG)" is a variable that counts the number of sentences with an inappropriate text length in the text length inspection.

[0292] (Step S1610) The explanation degree analyzing means 1322 increments the counter j by 1. The process returns to step S1604.

[0293] (Step S1611) The explanation level analysis means 1322 adds 1 to the variable "text length (OK)". Then, the process proceeds to step S1610. The variable "text length (OK)" is a variable that counts the number of sentences that were not of inappropriate length in the text length inspection.

[0294] (Step S1612) The explanation degree analyzing means 1322 increments the counter i by 1. The process returns to step S1602.

[0295] Next, an example of the sentence-final expression check in step S414 will be described with reference to the flowchart in FIG.

[0296] (Step S1701) The explanation degree analyzing means 1322 assigns 1 to a counter i.

[0297] (Step S1702) The explanation degree analysis means 1322 determines whether or not the i-th slide exists in the set of slides in the slide management unit 112. If the i-th slide exists, the process proceeds to step S1703; if not, the process returns to the upper process.

[0298] (Step S1703) The explanation degree analyzing means 1322 assigns 1 to a counter j.

[0299] (Step S1704) The explanation degree analyzing means 1322 determines whether or not the jth sentence exists in the i-th slide. If the jth sentence exists, the process proceeds to step S1705, and if not, the process proceeds to step S1712.

[0300] (Step S1705) The explanation degree analyzing means 1322 acquires the j-th sentence in the i-th slide.

[0301] (Step S1706) The explanation degree analyzing means 1322 acquires the sentence-final expression identifier of the sentence acquired in step S1705. The sentence-final expression identifier is, for example, the "plain style" or the "polite style."

[0302] (Step S1707) The explanation degree analyzing means 1322 determines whether the sentence acquired in step S1705 ends in a noun form. If it does, the process proceeds to step S1708, and if it does not, the process proceeds to step S1711.

[0303] (Step S1708) The explanation degree analysis means 1322 determines whether the sentence-final expression identifier acquired in step S1706 matches a previously specified sentence-final expression identifier. If they match, the process proceeds to step S1712; if they do not match, the process proceeds to step S1709.

[0304] (Step S1709) The explanation degree analysis means 1322 temporarily stores the j-th sentence in a buffer (not shown). The explanation degree analysis means 1322 also obtains an inspection result indicating that the sentence-ending expression is inappropriate. It is preferable that the inspection result include the j-th sentence.

[0305] (Step S1710) The explanation degree analyzing means 1322 increments the variable "sentence-final expression (NG)" by 1. The variable "sentence-final expression (NG)" is a variable that counts the number of inappropriate sentences in the sentence-final expression check.

[0306] (Step S1711) The explanation degree analyzing means 1322 increments the counter j by 1. The process returns to step S1704.

[0307] (Step S1712) The explanation degree analyzing means 1322 increments the variable "sentence-final expression (OK)" by 1. Then, the process proceeds to step S1711. The variable "sentence-final expression (OK)" is a variable that counts the number of sentences that were not inappropriate in the sentence-final expression check.

[0308] (Step S1713) The explanation degree analyzing means 1322 increments the counter i by 1. The process returns to step S1702.

[0309] Next, an example of the automatic correction process in step S415 will be described with reference to the flowchart in FIG.

[0310] (Step S1801) The modifying unit 134 assigns 1 to the counter i.

[0311] (Step S1802) The correction unit 134 determines whether or not there is a set of i-th terms that have been determined to be "spelling variation (NG)" in the spelling variation check. If there is a set of i-th terms with spelling variations, the process proceeds to step S1803; if there is not, the process returns to the upper process.

[0312] (Step S1803) The correction unit 134 acquires the i-th term set.

[0313] (Step S1804) The modifying unit 134 assigns 1 to the counter j.

[0314] (Step S1805) The correction unit 134 determines whether or not the j-th term exists in the set of terms acquired in step S1803. If the j-th term exists, the process proceeds to step S1806, and if not, the process proceeds to step S1808.

[0315] (Step S1806) The correction unit 134 acquires the number of times the j-th term appears in the slide collection.

[0316] (Step S1807) The modifying unit 134 increments the counter j by 1. The process returns to step S1805.

[0317] (Step S1808) The correction unit 134 uses the number of occurrences of each term acquired in step S1806 to acquire a representative term that is the term with the greatest number of occurrences.

[0318] (Step S1809) The modifying unit 134 assigns 1 to the counter k.

[0319] (Step S1810) The correction unit 134 determines whether or not the kth term, excluding the representative term, exists in the set of terms acquired in step S1803. If the kth term exists, the process proceeds to step S1811; if not, the process proceeds to step S1813.

[0320] (Step S1811) The correction unit 134 replaces all k-th terms appearing in the slide collection with a representative term.

[0321] (Step S1812) The modifying unit 134 increments the counter k by 1. The process returns to step S1810.

[0322] (Step S1813) The modifying unit 134 increments the counter i by 1. The process returns to step S1802.

[0323] Next, an example of the candidate acquisition process in step S416 will be described with reference to the flowchart in FIG.

[0324] (Step S1901) The candidate acquiring unit 133 assigns 1 to a counter i.

[0325] (Step S1902) The candidate acquisition unit 133 determines whether or not there is an i-th sentence that has been determined to be "text length inspection (NG)" in the text length inspection. If the i-th sentence exists, the process proceeds to step S1903; if not, the process returns to the upper process.

[0326] (Step S1903) The candidate acquisition unit 133 acquires the i-th sentence that has been determined to be "text length inspection (NG)" from a buffer (not shown).

[0327] (Step S1904) The candidate acquisition unit 133 divides the sentence acquired in step S1903 into two or more sentences and acquires the divided sentences. Such sentences are called divided versions.

[0328] (Step S1905) The candidate acquisition unit 133 summarizes the sentence acquired in step S1903 and acquires the summarized sentence. Such sentence is called a summarized version.

[0329] (Step S1906) The candidate acquisition unit 133 associates the divided version acquired in step S1904 and the summarized version acquired in step S1905 with the i-th sentence, and temporarily stores them in a buffer (not shown).

[0330] (Step S1907) The candidate acquiring unit 133 increments the counter i by 1. The process returns to step S1902.

[0331] Next, an example of the evaluation process in step S423 will be described with reference to the flowchart in FIG.

[0332] (Step S2001) The evaluation unit 135 assigns 1 to a counter i.

[0333] (Step S2002) The evaluation unit 135 determines whether or not the i-th test has been performed. If the i-th test has been performed, the process proceeds to step S2003; if not, the process proceeds to step S2006.

[0334] (Step S2003) The evaluation unit 135 acquires the number of OKs and the number of NGs in the i-th test. The number of OKs is the value of the above-mentioned variables including (OK), such as the value of the variable "part-of(OK)" or the value of the variable "use-for(OK)". The number of NGs is the value of the above-mentioned variables including (NG), such as the value of the variable "part-of(NG)" or the value of the variable "use-for(NG)".

[0335] (Step S2004) The evaluation unit 135 obtains an evaluation value for the i-th test using one or both of the number of OKs and the number of NGs. The evaluation value for the i-th test is based on, for example, the percentage of the number of OKs, the percentage of the number of NGs, or the number of NGs. The evaluation value is usually lower as the number of NGs increases. The evaluation value is usually higher as the number of OKs increases.

[0336] (Step S2005) The evaluation unit 135 increments the counter i by 1. The process returns to step S2002.

[0337] (Step S2006) The evaluation unit 135 obtains an overall evaluation value for the slide set using the evaluation values ​​of the two or more examinations obtained in step S2004. The process returns to the upper level process. Note that the overall evaluation value is usually higher as the evaluation values ​​of the examinations are higher.

[0338] A specific example of the operation of the slide analyzing apparatus 1 in this embodiment will be described below.

[0339] The textbook management unit 111 of the slide analysis device 1 stores textbooks (electronic data of textbooks) for the subject "Algorithms and Data Structures."

[0340] The textbook management unit 111 also stores the term hierarchical structure shown in FIG. 21, which is created based on the textbook. The term hierarchical structure shown in FIG. 21 is based on, for example, the term hierarchy management table shown in FIG. 22. The term hierarchy management table has two or more records, each having an "ID," a "first term," a "second term," and a "relationship identifier." The "ID" is information that identifies the record. The "first term" and "second term" are terms. If the "relationship identifier" is information indicating a hierarchical relationship (e.g., "is-a," "part-of," "use-for," "instance-of," "is-a-kind-of," "refer-to," or "is-an-example-of"), the "first term" is a higher-level term, and the "second term" is a lower-level term. If the "relationship identifier" is information indicating no hierarchical relationship (e.g., "same-as"), the "first term" and the "second term" are parallel terms. Although not shown in FIG. 22, each term is associated with chapter-specific information that identifies the chapter in which the term appears.

[0341] The textbook management unit 111 may also store the term hierarchical structure of FIG. 23, which is created based on the textbook. In FIG. 23, the relationship identifiers managed are "is-a-kind-of," "is-an-example-of," "part-of," "use-for," "same-as," and "refer-to." Examples of terms related by such relationship identifiers are shown in FIG. 24. The term hierarchical structure of FIG. 23 is also managed, for example, by the term hierarchy management table of FIG. 22.

[0342] Furthermore, the textbook management unit 111 of the slide analysis device 1 stores explanation order information created based on the textbook. The explanation order information is, for example, "list, stack." This explanation order information indicates that "list" comes first and "stack" comes later. Regarding "list" and "stack" which have an is-a-kind-of relationship, since "list" is used to implement "stack," it is necessary to explain "list" before "stack."

[0343] Furthermore, it is assumed that the slide management unit 112 stores a set of slides generated by the generation unit 131 of the slide analysis device 1 based on a textbook on the subject "Algorithms and Data Structures."

[0344] In the above situation, it is assumed that an inspection process is performed on the set of slides in the slide management unit 112. This inspection process is the process described using the flowcharts of FIGS.

[0345] As a result, the analysis unit 132 detected the spelling variation shown in 301 of Fig. 3, and the correction unit 134 corrected the spelling variation term "pivot" to "reference value" as shown in 302 of Fig. 3. Then, the analysis output unit 141 outputs 301 of Fig. 3, and the correction output unit 142 outputs 302 of Fig. 3.

[0346] The analysis unit 132 also performs the above-mentioned hierarchical relationship inspection to detect the hierarchical relationships of terms not explicitly stated in the slide set. The analysis output unit 141 then outputs a screen showing the inspection results, for example, as shown in Fig. 25. On this screen, a set of terms with hierarchical relationships not explicitly stated in the slide set is presented.

[0347] The analysis unit 132 also performs the various tests described above, and the output unit 14 outputs the test results shown in Fig. 26. In 2601 of Fig. 26, editing candidates detected by the explanation degree analysis means 1322 are presented together with the concept hierarchy. In 2602 of Fig. 26, comments for each editing candidate are presented. In 2603 of Fig. 26, editing candidates based on the detection result of the explanation order detected by the explanation order analysis means 1323 are presented together with the topics in the slide.

[0348] In Fig. 26, editing candidates indicated by a triangle mark are "warnings" and indicate that editing is absolutely necessary, while editing candidates indicated by a circle mark are "recommended" and indicate that correction is recommended.

[0349] As described above, according to this embodiment, the step of checking the contents of the slides can be supported by analyzing the slides based on textbook information.

[0350] Furthermore, according to this embodiment, an analysis result regarding the degree of explanation of the slide can be obtained.

[0351] Furthermore, according to this embodiment, it is possible to obtain an analysis result regarding the explanation order of the slides.

[0352] Furthermore, according to this embodiment, the contents of the slides can be checked appropriately.

[0353] Furthermore, according to this embodiment, it is possible to assist in ensuring that the amount of text on a slide is appropriate.

[0354] Furthermore, according to this embodiment, it is possible to detect irregularities in the expressions at the end of sentences in slides.

[0355] Furthermore, according to this embodiment, two or more correction options for a slide can be presented.

[0356] Furthermore, according to this embodiment, slides can be automatically corrected.

[0357] The processing in this embodiment may be realized by software. This software may be distributed by software download or the like. This software may also be recorded on a recording medium such as a CD-ROM and distributed. This also applies to other embodiments in this specification. The software that realizes the slide analysis device 1 in this embodiment is the following program. In other words, this program controls a computer that can access a textbook management unit that stores textbook information, which is information based on a textbook, and a slide management unit that stores a slide set, which is a set of two or more slides, an analysis unit that analyzes the set of slides based on the textbook information and obtains an analysis result; The program causes the analysis unit to function as an analysis output unit that outputs the analysis results acquired by the analysis unit.

[0358] FIG. 27 is a block diagram of a computer system 300 that executes the programs described in this specification to realize the slide analyzing apparatus 1 of the various embodiments described above.

[0359] In FIG. 27, a computer system 300 includes a computer 301 including a CD-ROM drive, a keyboard 302, a mouse 303, and a monitor 304.

[0360] 27, computer 301 includes, in addition to CD-ROM drive 3012, MPU 3013, bus 3014 connected to CD-ROM drive 3012 etc., ROM 3015 for storing programs such as a boot-up program, RAM 3016 connected to MPU 3013 for temporarily storing instructions of application programs and providing temporary storage space, and hard disk 3017 for storing application programs, system programs, and data. Although not shown here, computer 301 may further include a network card for providing connection to a LAN.

[0361] A program that causes the computer system 300 to execute the functions of the slide analyzing apparatus 1 of the above-described embodiment may be stored on a CD-ROM 3101, inserted into the CD-ROM drive 3012, and then transferred to the hard disk 3017. Alternatively, the program may be transmitted to the computer 301 via a network (not shown) and stored on the hard disk 3017. The program is loaded into the RAM 3016 when executed. The program may also be loaded directly from the CD-ROM 3101 or the network.

[0362] The program does not necessarily include an operating system (OS) or third-party programs that cause the computer 301 to execute the functions of the slide analyzer 1 according to the above-described embodiment. The program need only include instructions for invoking appropriate functions (modules) in a controlled manner to achieve the desired results. The operation of the computer system 300 is well known, and a detailed description thereof will be omitted.

[0363] In addition, in the above program, the steps of transmitting information and receiving information do not include processing performed by hardware, such as processing performed by a modem or interface card in the transmission step (processing that can only be performed by hardware).

[0364] The computer that executes the program may be a single computer or a plurality of computers, that is, it may perform centralized processing or distributed processing.

[0365] Furthermore, in each of the above embodiments, it goes without saying that two or more communication means present in one device may be physically realized by one medium.

[0366] Furthermore, in each of the above embodiments, each process may be realized by centralized processing in a single device, or may be realized by distributed processing in a plurality of devices.

[0367] The present invention is not limited to the above-described embodiment, and various modifications are possible, and it goes without saying that these modifications are also included within the scope of the present invention. [Industrial Applicability]

[0368] As described above, the slide analyzing apparatus 1 according to the present invention has the effect of being able to support the step of checking the contents of a slide, and is useful as a server for analyzing slides. [Explanation of symbols]

[0369] 1 Slide analyzer 11 Storage area 12 Reception 13 Processing section 14 Output section 111 Textbook Management Department 112 Slide Management Department 131 Generation part 132 Analysis Department 133 Candidate acquisition section 134 Correction section 135 Evaluation Department 141 Analysis output section 142 Correction Output Unit 143 Candidate Output Unit 144 Evaluation Output Unit 1321 Term set acquisition means 1322 Explanation Degree Analysis Method 1323 Explanation Sequence Analysis Instrument

Claims

1. a computer that can access a textbook management unit that stores textbook information, which is information based on a textbook, and a slide management unit that stores a slide set, which is a set of two or more slides; an analysis unit that analyzes the set of slides based on the textbook information and obtains an analysis result; A program for causing the analysis unit to function as an analysis output unit that outputs the analysis results acquired by the analysis unit.

2. the textbook information has a term hierarchical structure having two or more terms and one or more relationship identifiers that identify conceptual relationships between the two or more terms; The analysis unit a term set acquisition means for acquiring a term set from each of the two or more slides included in the slide set; A program as described in claim 1 for causing the computer to function as comprising an explanation degree analysis means for obtaining relationship identifiers of two or more terms that constitute the set of terms from the textbook information, and using the set of terms and the relationship identifiers of the two or more terms to obtain analysis results regarding the degree of explanation for the two or more terms.

3. the one or more relation identifiers include "part-of", "use-for", or "same-as", and the term hierarchical structure has one superordinate term and two or more subordinate terms corresponding to the relation identifier "part-of", or has one superordinate term and two or more subordinate terms of a superordinate concept of a certain superordinate concept of the relation identifier "use-for", or has two or more terms corresponding to the relation identifier "same-as", The explanation degree analysis means a part-of check that determines whether the one superordinate term corresponding to the "part-of" exists in the term set and whether all of the two or more hyponyms corresponding to the "part-of" exist, and obtains an analysis result that warns of adding the non-existent hyponyms if one or more hyponyms of the two or more hyponyms do not exist; Alternatively, a use-for test is performed in which the one superordinate term corresponding to the "use-for" exists in the term set, the number or percentage of the one or more subordinate terms corresponding to the "use-for" is obtained, and if the number or percentage is small enough to satisfy a warning condition, an analysis result is obtained that warns against adding the non-existent subordinate term. Or the program of claim 2 for causing the computer to function as a same-as test that determines whether one or more terms out of two or more terms corresponding to the relational identifier "same-as" exist in the term set, and if no terms exist, obtains an analysis result that warns of the addition of one or more terms out of the two or more terms.

4. the textbook information includes two or more terms and explanation order information that specifies an explanation order for the two or more terms; The analysis unit a term set acquisition means for acquiring a set of terms capable of identifying an order of appearance on the slide from each of the two or more slides included in the slide set; A program as described in claim 1 for causing the computer to function as comprising an explanation order analysis means for obtaining analysis results regarding the explanation order of two or more terms contained in the set of terms using the set of terms and the explanation order information.

5. the one or more relation identifiers include "is-a-kind-of", and two or more subordinate terms associated with "is-a-kind-of" are associated with order flags specifying whether they are "ordered" or "unordered", The explanation order analysis means 5. The program of claim 4, which causes the computer to function as: performing an "is-a-kind-of" test, using the explanation order information, to determine whether or not one superordinate term corresponding to "is-a-kind-of" exists in the set of terms, and whether, among the two or more subordinate terms corresponding to "is-a-kind-of," two or more subordinate terms corresponding to "ordered" exist in the set of terms whose appearance order can be specified, according to the order of the two or more subordinate terms; and, if such terms do not exist, to obtain an analysis result warning of a change in the order.

6. the textbook information is an ordered terminology system having a term hierarchical structure including two or more terms and one or more relation identifiers that identify conceptual relations between the two or more terms, and explanation order information that specifies an explanation order of the two or more terms, The analysis unit a term set acquisition means for acquiring a set of terms capable of identifying an order of appearance on the slide from each of the two or more slides included in the slide set; an explanation level analysis means for acquiring, from the textbook information, relation identifiers of two or more terms that constitute the set of terms, and for acquiring an analysis result regarding the explanation level of the two or more terms using the set of terms and the relation identifiers of the two or more terms; A program as described in claim 1 for causing the computer to function as comprising an explanation order analysis means for obtaining analysis results regarding the explanation order of two or more terms contained in the set of terms using the set of terms and the explanation order information.

7. The analysis unit a term set acquisition means for acquiring a term set from each of the two or more slides included in the slide set; The analysis unit a spelling variation check that, when it is determined that a plurality of terms among two or more terms associated with the relation identifier "same-as" exist in the set of terms in the slide set using the term hierarchical structure of the textbook information, acquires the analysis result that indicates a spelling variation; or a bullet point inspection that, when it is determined that a term without an explanation order is written in a numbered paragraph in the set of slides using explanation order information contained in the textbook information, determines that the notation is inappropriate; or a parallel relationship inspection that uses the term hierarchical structure of the textbook information and the indent information of the slides in the slide set, and obtains the analysis result that determines that two or more terms existing at the same level in the indent are not in a parallel relationship, and determines that the parallel relationship is inappropriate; or a hierarchical relationship test that uses the terminology hierarchical structure of the textbook information and indentation information of the slides in the set of slides to acquire two or more terms that are in a hierarchical relationship within the slides, and if it is determined that the hierarchical relationship of the two or more terms does not match the hierarchical relationship of the same two or more terms in the terminology hierarchical structure, obtains the analysis result that the hierarchical relationship is inappropriate; or a comprehensiveness test that uses the terminology hierarchical structure of the textbook information to acquire one or more terms that are subordinate concepts of a term in the set of slides, and if it is determined that there is a term that does not appear in the set of slides among the one or more terms that are subordinate concepts, obtains the analysis result that the comprehensiveness of the term subordinate concepts is insufficient. Or, the program of claim 1 causes the computer to function as a compliance test that obtains chapter-specific information for each term that appears in a slide contained in the slide set using chapter-specific information that can identify the chapter of each term that appears in the textbook, and obtains the analysis result that the learning order is non-compliant if the slide corresponds to chapter-specific information that identifies a chapter earlier than the chapter identified by the chapter-specific information.

8. The analysis unit The program of claim 1 causes the computer to function as a text volume inspection that acquires the text volume of part or all of the slides in the slide set, and obtains the analysis result that the text volume is inappropriate if the text volume is greater than or equal to a threshold value.

9. The analysis unit The program of claim 1 performs a sentence-ending expression inspection, which obtains two or more sentences from each slide in the slide set, obtains a sentence-ending expression identifier for each of the two or more sentences, and if the sentence-ending expression identifier for a sentence other than a sentence ending in a noun form is different from a predetermined sentence-ending expression identifier, or if there are two or more types of sentence-ending expression identifiers for sentences other than a sentence ending in a noun form, obtains an analysis result indicating that there is a disorder in the sentence-ending expression.

10. The program according to claim 1 , further causing the computer to function as a correction unit that corrects the set of slides based on the analysis results obtained by the analysis unit.

11. the analysis result acquired by the analysis unit includes information about edit candidates for the slide, and a candidate acquisition unit acquires two or more edit candidates for one slide based on the analysis result; The program according to claim 1 , further causing the computer to function as a candidate output unit that outputs the two or more correction candidates.

12. a textbook management unit in which textbook information, which is information based on a textbook, is stored; a slide management unit that stores a slide set, which is a set of two or more slides; an analysis unit that analyzes the set of slides based on the textbook information and obtains an analysis result; and an analysis output unit that outputs the analysis results acquired by the analysis unit.

13. A slide analysis method realized by a textbook management unit that stores textbook information, which is information based on a textbook; a slide management unit that stores a slide set, which is a set of two or more slides; an analysis unit; and an analysis output unit, an analysis step in which the analysis unit analyzes the set of slides based on the textbook information and obtains an analysis result; an analysis output step in which the analysis output unit outputs the analysis results acquired by the analysis unit.

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