Dictionary-based learning materials and methods for learning using these materials

Abstract

This project aims to improve upon traditional dictionary-based learning methods that utilize Japanese dictionaries and sticky notes, and to provide improved dictionary-based learning materials and methods that incorporate digital technology to adapt to the progress of educational digital transformation (DX). [Solution] A vocabulary list is used as teaching material for a dictionary-based learning method that increases vocabulary and improves academic ability by looking up words in a dictionary. The list includes a grid where each square contains one word, or where new words can be added. The grid contains words that the learner has identified as known by looking them up in a dictionary, or the grid containing the identified words can be colored with a hue determined for each part of speech of the identified word, a brightness that corresponds to the learner's level of understanding of the identified word (higher brightness as understanding increases), and a saturation that corresponds to the learner's level of use of the identified word (higher saturation as use increases).

Description

Technical Field

[0001] The present invention relates to children's learning and education, and particularly to a teaching material and method for improving academic ability by cultivating the language ability (vocabulary) that is the core of children's academic ability.

Background Art

[0002] In the cultivation of language ability (vocabulary) in conventional school education, students learn according to textbooks. For newly encountered words, the interpretation of the words in the context is shown in the textbooks, or in some cases, students search the learning dictionaries prepared by the school on their own to learn the interpretation and example sentences of the words. However, the above educational programs for "acquiring vocabulary" rely strongly on textbook materials and are actually different from the "vocabulary acquisition process" that children inherently possess. The vocabulary acquisition process of a born child constructs vocabulary ability based on the "known words" that have already been acquired while also based on the vocabulary that the child has acquired through experience. Unfortunately, in the compilation of textbooks in school education so far, vocabulary selection from such a perspective has not been made. Also, although national language dictionaries have been powerful vocabulary learning materials, the Ministry of Education, Culture, Sports, Science and Technology has positioned "how to use a national language dictionary" as "reference ability" in the curriculum guidelines and has not shown it in the curriculum guidelines as a means for constructing vocabulary ability.

[0003] In such a situation, vocabulary guidance for children has been carried out by "reading books will increase vocabulary" or "checking difficult words in textbooks". Regarding such educational guidance, the inventor of the present application has proposed and implemented a dictionary learning method that utilizes a national language dictionary and sticky notes as a learning guidance for realizing that children actively acquire vocabulary by accessing children through an appropriate and reasonable learning process that is supported pedagogically and linguistically by the vocabulary information of the national language dictionary, and has popularized it as a learning guidance method for elementary school students (see Non-Patent Documents 1 and 2).

[0004] This teaching method goes beyond simply looking up unfamiliar words in a dictionary and checking their meaning. Instead, it involves attaching sticky notes to the dictionary with the words looked up as known words. This encourages children to take an interest in using dictionaries and develops the habit of actively using them to create more sticky notes. By reading dictionaries and searching for known words, children recognize that unknown information is contained within the definitions and usages of known words, thereby deepening their understanding of language and fostering an interest in other words. Furthermore, children who develop this habit not only increase their vocabulary but also develop an interest in other unknown words based on known words, expanding their knowledge of language and deepening their understanding of language. They also develop the habit of consulting encyclopedias and picture books, making this teaching method an excellent way to improve academic ability.

[0005] Recently, digital transformation (DX) has been impacting various social sectors and is making a significant contribution to the efficiency and labor-saving of society. However, there is a tendency to perceive that the academic and empirical knowledge cultivated in each field has suddenly become obsolete. To overcome this, it is necessary to make efforts to integrate this knowledge into the context of DX. The same applies to the education sector. As educational DX progresses, it is important to consider how to digitally implement the research knowledge accumulated over 150 years of school education, and the aforementioned dictionary-based learning method also needs to be made into a method and teaching material that connects to digital technology. Furthermore, while the aforementioned dictionary-based learning method aims to improve children's academic ability by combining sticky notes and dictionaries, and is an excellent learning method, it is not directly linked to digital technology. Although the numerous sticky notes attached to the dictionary contribute to increasing children's motivation to learn, if the number of sticky notes becomes too large, it can interfere with the dictionary-based learning process.

[0006] On the other hand, in piano lessons, a method has been proposed in which students are given music to listen to, and their piano playing is guided based on the favorite color they choose based on what they feel from the music. This method utilizes chromesthesia, the phenomenon in which "hearing sound makes one see a color," and is limited to music education that improves playing technique by listening to music (see Patent Document 1). [Prior art documents] [Non-patent literature]

[0007] [Non-Patent Document 1] Keisuke Fukaya's official homepage for dictionary-based learning.<URL:https: / / www.jishobiki.jp> [Non-Patent Document 2] Keisuke Fukaya, "Training Your Mind by Using a Dictionary from Age 7," Subarusha (2006) [Patent Documents]

[0008] [Patent Document 1] Patent No. 6034262 [Overview of the project] [Problems that the invention aims to solve]

[0009] The object of the present invention is to resolve the aforementioned problems of dictionary-based learning methods that utilize Japanese dictionaries and sticky notes, and to provide improved dictionary-based learning materials and methods that are linked to digital technology in order to adapt to the progress of educational DX. [Means for solving the problem]

[0010] In this invention, a vocabulary list is used as teaching material for a dictionary-based learning method that increases vocabulary and improves academic ability by looking up words in a dictionary. The list is provided with grids, in which one word is written and placed in each grid, or new words can be written and placed in each grid. The grids containing vocabulary that the learner has made known by looking up words in a dictionary, or the grids in which the known vocabulary has been written and placed, can be colored with a hue determined for each part of speech of the known vocabulary, a brightness that corresponds to the learner's level of understanding of the known vocabulary, with higher brightness as the level of understanding increases, and a saturation that corresponds to the learner's level of use of the known vocabulary, with higher saturation as the level of use increases.

[0011] The dictionary-based learning method, which uses the above vocabulary list to increase vocabulary and improve academic ability by consulting a dictionary, is characterized by creating the vocabulary list in the following way. The method is, The first step is for learners to make specific vocabulary words known by looking them up in a dictionary, The second step involves searching the cells in the vocabulary list described above and identifying the cell by finding the vocabulary identified as a known word in the first step, or, if the vocabulary cannot be found, writing and placing the vocabulary recognized in the first step into a new cell. In the second step, the identified squares or new squares containing recognized vocabulary are colored with a color determined according to the part of speech of the vocabulary, with brightness increasing as the level of understanding increases, and with saturation increasing as the level of use of the vocabulary recognized as a known word increases. The method is characterized by creating a vocabulary list in which vocabulary is written and the cells are colored in each step, and then repeating steps 1 to 3 sequentially to create a vocabulary list in which vocabulary is written and arranged, and the number of cells colored in the indicated color increases in accordance with the learner's learning progress.

[0012] The above vocabulary list is used by having the learner look up words they already know in a dictionary within the vocabulary list, which has already been placed in squares. The learner then identifies the square containing the known word, or, if the known word is not among the pre-placed vocabulary, they place the word in a new square and then color the square with a hue corresponding to the part of speech of the word, and a brightness and saturation corresponding to the learner's level of understanding and use. Furthermore, if a word in the vocabulary list is already colored as a known word, the color is changed to one that represents the current learning progress, i.e., the learner's level of understanding and use. In this way, by implementing the improved dictionary-based learning method of the present invention, new vocabulary is sequentially placed, increasing the number of colored squares, and creating a vocabulary list that shows the progress in understanding and use of known words. Therefore, initially, the vocabulary list may not have vocabulary entries in the squares. As learning progresses, newly recognized vocabulary will be added and placed in the squares as needed, resulting in a more comprehensive learning material.

[0013] The coloring of the grid described above is performed using the three attributes of color: hue, lightness, and saturation, and a color is assigned to the vocabulary placed in the grid. These three attributes can be quantified using various color systems, but it is particularly preferable to color them according to the hue, lightness, and saturation of the Munsell color system. In the Munsell color system, hues are represented as a color wheel, with five basic colors—R (red), Y (yellow), G (green), B (blue), and P (purple)—arranged at equal intervals clockwise. Additionally, YR (yellow-red), GY (blue-green), RB (blue-purple), and RP (red-purple) are inserted between them, resulting in 10 different hues. These hues can be further divided into two or four sections, and represented by symbols (2.5R, 5R, 7.5R, 10R, etc.) with a numerical value preceding the hue symbol (R, Y, etc.). However, for teaching children, it is sufficient to divide parts of speech into about 10 categories and pre-assign hues according to the part of speech of the vocabulary. Brightness and saturation are determined for each hue, with brightness divided into 11 levels, from black (0) to white (10). Saturation is measured with achromatic colors as the baseline (0), and the numerical value increases as the color becomes more vivid. However, the maximum value varies depending on the hue and lightness, and is generally between 8 and 14. Chromatic colors are expressed using the three attributes in the order of "hue (H), lightness (V), saturation (C)," as in "HV / C." For example, a color with a red (R) hue would be expressed as "5R4 / 9," and Munsell color charts are provided for each numerical value.

[0014] The Munsell color chart is a two-dimensional classification system that uses lightness and saturation as the vertical and horizontal axes for each hue. A complete Munsell color chart collection is available for all hues, and the "JIS Standard Color Chart" (JIS Z 8721) is one such collection. Using this color chart, one can select colors with lightness and saturation corresponding to the level of vocabulary comprehension and usage, and color the squares in a vocabulary list. In the Munsell color system, even if the symbols and numerical values ​​for hue, lightness, and saturation are the same, there is some variation. However, in this invention, the evaluation of vocabulary comprehension and usage corresponds to the learner's level of comprehension, with higher lightness indicating a higher level of comprehension, and corresponds to the learner's usage of the vocabulary as it is known, with higher saturation indicating a wider range of usage. This is sufficient to increase the motivation of the children who are learning the vocabulary. The method of coloring using this Munsell color chart, or identifying colors by comparing them with the target color, is widely used in design and other fields.

[0015] The vocabulary list used in this invention can be created by drawing a grid on a sheet of paper or the like, printing and arranging the vocabulary that the learner is learning in the grid, and then coloring the grid containing the vocabulary that has been identified as known, while comparing it with the aforementioned Munsell color chart. The vocabulary list created in this way may be used as teaching material on individual sheets, or it may be organized by part of speech or according to the classification of headwords in a dictionary, and a certain number of sheets may be bound together in a binder or the like and used as a set.

[0016] The vocabulary list used in this invention is preferably displayed on a screen. This screen is a device that displays information such as characters, figures, and images output from a computer, and can be a display device such as a personal computer, tablet, or smartphone. By displaying the vocabulary list on a screen, it is easy to write and color the vocabulary, and as learning progresses and the understanding and use of known vocabulary increases, it is also easy to change the brightness and saturation of the colors used for coloring.

[0017] In this invention, instead of sticky notes used in conventional dictionary-based learning, a vocabulary list with grids is used, and the grids containing vocabulary that the learner has identified as known or can explain to some extent by looking up words in a dictionary are colored. In this case, as described above, a vocabulary list with the vocabulary to be learned already written and arranged in the grid may be used, and the corresponding grids may be colored, or newly identified vocabulary may be written and arranged in the grid, and then the grids may be colored. Furthermore, even for vocabulary whose grids are colored as known words, if the level of understanding and use of that vocabulary increases as learning progresses, the brightness and saturation of the coloring may be changed to reflect that level.

[0018] The hue, lightness, and saturation of the colors used to color the squares are determined according to a color scale that is set according to the progress of dictionary-based learning. The squares containing vocabulary that have been listed and designated as known words are colored with a hue determined by the part of speech of that vocabulary. Furthermore, the level of lightness of the color used to color these squares is determined by the learner's level of understanding of that vocabulary, and is evaluated based on whether they have basic knowledge such as an understanding of the dictionary definition and usage of that vocabulary. The higher the level of understanding, the higher the lightness, i.e., the brighter the color. Similarly, the level of saturation is determined by the learner's level of use of the vocabulary, and is evaluated based on whether they have a high level of understanding of the definition of that vocabulary and whether they recognize more usages, and the higher the level of use, the more vivid the color. [Effects of the Invention]

[0019] In this invention, instead of using sticky notes as in conventional dictionary-based learning methods, the aforementioned vocabulary list is used as teaching material. By coloring the vocabulary that has been identified as known words through dictionary lookup in this vocabulary list, the level of understanding and use of the known words acquired by the children can be visually recognized. In other words, as the learning progress in understanding and use of known words increases, the words are colored with brighter and more vivid colors, which can increase the children's motivation to acquire vocabulary.

[0020] In addition, as dictionary learning progresses, new words are sequentially listed and arranged in the vocabulary list, creating a list with an increased number of colored squares, which can similarly enhance the learning motivation of children who are learners. Furthermore, by viewing the colored vocabulary list as teaching material, learners can overview their own learning situation of mastering words, which becomes an opportunity for children as learners to study actively.

[0021] And by using the above-mentioned vocabulary list instead of sticky notes, it is possible to eliminate the interference of the dictionary lookup operation caused by attaching a large number of sticky notes to the dictionary. Furthermore, the learning progress degree, which is the acquisition degree of vocabulary, is displayed by coloring with colors specified by the three attributes of hue, lightness, and chroma in the vocabulary list, so that it can be not only visually recognized but also read with a colorimeter and linked to digital technology. In particular, when the vocabulary list is displayed on a display, it can be directly linked to digital technology.

Brief Description of the Drawings

[0022] [Figure 1] Vocabulary list, which is a teaching material for dictionary learning in a state where learning has progressed. [Figure 2] Vocabulary list in another form. [Figure 3] Vocabulary list created using a vocabulary list that initially had no vocabulary entries.

Modes for Carrying Out the Invention

[0023] Figure 1 shows an example of a vocabulary list for dictionary-based learning materials in a state where learning has progressed to a certain extent. The vocabulary list 10 has many squares 11, and many vocabulary words 12 that learners are to learn are written and placed in the squares 11. The squares 11 are a mixture of colored squares 13 (shown as filled squares in Figure 1) and uncolored squares 15 (shown as unfilled squares in Figure 1). Vocabulary words 14 such as "beautiful," "dazzling," "adorable," and "gorgeous" are written and placed in the colored squares 13, while vocabulary words 16 such as "wonderful," "divine," "happy," and "pleasant" are written and placed in the uncolored squares 15.

[0024] These vocabulary words 14 are words that the learner has made known by looking them up in a dictionary, and are words that the learner found among the vocabulary words 12 listed in cell 11 of the vocabulary list table 10. The table is colored with a hue that corresponds to the part of speech of the vocabulary word (adjective in the vocabulary list table 10 of this embodiment) in which the learner found the vocabulary word 14, with a brightness that corresponds to the learner's level of understanding, with higher brightness as the level of understanding increases, and a saturation that corresponds to the learner's level of use, with higher saturation as the level of use increases (in Figure 1, cells with different colored cells are shown with the same fill, and the difference in color is not shown). Vocabulary words 16 are unknown words to the learner, and are words that the learner aims to recognize as known words by looking them up in a dictionary in the future.

[0025] The color used to color the squares 13 in which the vocabulary 14 known words are placed will be determined by selecting the three attributes of color according to the above criteria. There are various color systems for identifying colors by their three attributes, such as the XYZ (Yxy) color system, the L*a*b* color space, and the L*C*h color space, but as mentioned above, it is preferable to apply the Munsell color system, which uses Munsell color charts that classify numerous color samples with different three attributes of color.

[0026] To create such a vocabulary list using a sheet of paper or similar material, one can use spreadsheet software to create grids using ruled lines, write the vocabulary in each cell, and then print out the vocabulary list. In the created vocabulary list 10, the grid 13 containing the known words 14 can be colored using a Munsell color chart, which classifies and arranges the vocabulary two-dimensionally with lightness and saturation on the vertical and horizontal axes for each hue. The grids can then be colored using paints, crayons, pastels, or other coloring materials, selecting colors corresponding to the level of understanding and use of the vocabulary. Alternatively, colored paper printed with the corresponding colors can be pasted onto the grids. Alternatively, when using spreadsheet software, the grid can be colored and then printed. The above coloring process involves using a color chart with a hue of 5Y, for example, with Y (green) as the central hue for coloring adjectives, and comparing it with color charts of higher brightness as the level of vocabulary understanding increases, and higher saturation as the level of usage increases, to color the corresponding squares.

[0027] Furthermore, the vocabulary list table 10 includes squares 17 in which no vocabulary is listed. These squares 17 are provided so that if a vocabulary word recognized as a known word through learning, such as by looking it up in a dictionary, is not listed in square 15, the vocabulary is listed in those squares and then colored with a hue, brightness, and saturation corresponding to the part of speech, level of understanding, and level of usage of that vocabulary.

[0028] Figure 2 shows another example of a vocabulary list. In the vocabulary list 20, the grid 21 includes areas 23 for listing and arranging vocabulary 22, and areas 24 and 25 for coloring the listed vocabulary 22 with a hue determined for each part of speech, and a brightness and saturation corresponding to the learner's level of understanding and use, if the listed vocabulary 22 is considered a known word. Area 24 is uncolored, and area 25 is colored. By dividing the areas in this way, it is possible to prevent the listed vocabulary 22 from becoming difficult to recognize due to coloring. Furthermore, this is also useful when attaching the aforementioned colored paper.

[0029] Furthermore, in the vocabulary list table 19 shown in Figure 3, at the beginning of learning, there are no vocabulary entries, and all the squares are empty squares 17. When vocabulary 14 is obtained as a known word by looking it up in a dictionary, etc., that vocabulary 14 is entered into the square 17 and colored with hue, lightness, and saturation corresponding to the part of speech, comprehension level, and usage level of that vocabulary, and these squares become squares 13.

[0030] As described above, the vocabulary list can be displayed on a screen rather than printed on a sheet of paper. In this case, the vocabulary list created using spreadsheet software, as mentioned earlier, can be used without printing it out. Furthermore, coloring can be done without using paints or other coloring materials.

[0031] Furthermore, in the vocabulary list displayed on the screen, after initially listing and coloring the known words in the cells, it is easy to create a vocabulary list where, as learning progresses, the brightness and saturation of the colored cells are changed to a higher level as the level of understanding or use of the known words increases.

[0032] Furthermore, by using a display, such as a computer screen, application software that allows coloring with specified colors can be used to identify and input the three color attributes in the Munsell color system for coloring. Additionally, vocabulary lists created using spreadsheet software can be easily used in conjunction with vocabulary input. In this case, by using an overhead projector as the display, it becomes possible to simultaneously display the necessary vocabulary lists to multiple learners in sequence.

[0033] The vocabulary list displayed on the screen can also be printed, so it can be used as a vocabulary list created on a sheet of paper or other material as described above. [Explanation of Symbols]

[0034] Vocabulary list for words 10, 19, and 20. 11 squares 12 vocabulary 13. Grid (colored) 14. Vocabulary (known words) 15 squares (uncolored) 16 vocabulary (unknown words) 17th square (vocabulary not included) 21 squares 22 vocabulary 23 Vocabulary writing area 24 Coloring area (uncolored) 25 Area for coloring (coloring) 27 Squares (vocabulary not listed)

Claims

1. This is a teaching material used in a dictionary-based learning method that increases vocabulary and improves academic ability by using a dictionary. A grid is provided, and each grid contains one word, or new words can be added and placed in it. A grid containing vocabulary that the learner has identified as a known word by looking it up in a dictionary, or a grid in which the aforementioned known word has been newly added and placed, The hue is determined for each part of speech of the aforementioned vocabulary that has been identified as a known word, the brightness is higher as the level of understanding of the known word increases, and the saturation is higher as the level of use of the known word increases, corresponding to the learner's level of understanding of the known word. A dictionary-based learning material characterized by consisting of a vocabulary list that can be colored with the colors indicated.

2. The dictionary-based learning material according to claim 1, characterized in that the colors used to color the grid are colors represented in the Munsell color system.

3. The dictionary-based learning material according to claim 1 or 2, characterized in that the vocabulary list is displayed on a screen.

4. This is a dictionary-based learning method that increases vocabulary and improves academic ability by using a dictionary. The first step is for learners to make specific vocabulary words known by looking them up in a dictionary, A second step involves searching the cells of the vocabulary list described in any one of claims 1 to 3, identifying the cell by finding the vocabulary that was identified as a known word in the first step, or, if the vocabulary cannot be found, writing and placing the vocabulary recognized in the first step in a new cell. In the second step, the identified squares or new squares containing recognized vocabulary are colored with a color determined according to the part of speech of the vocabulary, with brightness increasing as the level of understanding increases, and with saturation increasing as the level of use of the vocabulary recognized as a known word increases. A dictionary-based learning method characterized by creating a vocabulary list with vocabulary entries and colored squares at each step, and then repeating steps 1 to 3 sequentially to create a vocabulary list with new vocabulary entries and squares colored in a corresponding color to the learner's learning progress.

5. The dictionary lookup learning method according to claim 4, characterized in that the colors used to color the grid are colors represented in the Munsell color system.

6. The dictionary lookup learning method according to claim 5, characterized in that the vocabulary list is displayed on a screen.

Images