Booklet textbook

Abstract

To create a booklet-type teaching material that effectively improves human brain power without relying on memorization. [Solution] One of the two faces of the spread, a first face 101, and the other face, a second face 102, are displayed upside down. The second face 102 displays one of the questions set multiple times in the turn-over direction and the correct answer column for the question immediately before that, and the first face 101 functions as the second face 102 when the two faces of the spread are turned upside down. Each of the multiple questions set is an imaging-type question and / or a working memory-type question, which can effectively train brain power through cognitive ergonomics.

Description

[Technical Field]

[0001] The present invention relates to a booklet-like teaching material that is displayed on two facing pages. [Background technology]

[0002] Patent Document 1 discloses a learning material that is an example of this type of conventional booklet-like learning material. This learning material is configured by binding the left or right sides of two facing pages, namely, an upright display page, which is one page on which questions and answer columns are displayed upright, and an inverted display page, which is the other page on which questions and answer columns identical to those on the upright display page are displayed upside down. The upright display page and the inverted display page with the same content as the upright display page are usually set on the front and back of a single sheet of paper, and are formed alternately on odd-numbered and even-numbered pages in the turning direction.

[0003] The learning materials disclosed in Patent Document 1 are expected to be highly effective because they encourage students to review their learning while answering each problem at least twice on the upright display page and the corresponding inverted display page. Furthermore, when solving problems on the inverted display page during review, the learning materials must be turned upside down, which provides a unique change of pace and a change of mood, preventing students from getting bored or losing motivation to learn and allowing them to progress smoothly through their studies. [Prior art documents] [Patent documents]

[0004] [Patent Document 1] Patent No. 5114781 Summary of the Invention [Problem to be solved by the invention]

[0005] The learning materials disclosed in Patent Document 1 are premised on the use of fill-in-the-blank or fill-in-a-prescribed answer space questions that give learners a sense of accomplishment. In other words, the question text and the answer space are always on the same display surface. Therefore, once an answer is entered in the answer space, it remains as a record regardless of whether it is correct or not, and it is not intended that the page (display surface) will be used repeatedly. Even if the same page is used repeatedly, it will only provide the effect of so-called rote learning. This is a common problem not only in the learning materials disclosed in Patent Document 1, but in many other learning materials.

[0006] The main object of the present invention is to provide a booklet-type educational material of a new technical idea that does not cause such problems. Other objects of the present invention will become apparent from the description of this specification. [Means for solving the problem]

[0007] One embodiment of the present invention is a booklet-like teaching material that is displayed on two facing sides, with one side, the first side, and the other side, the second side, displayed upside down, and the second side displaying one of the questions set multiple times in the turn-of-the-page direction and the correct answer to the question immediately before that, and the first side functioning as the second side when the two facing sides are turned upside down. The questions are set based on cognitive ergonomics, for example, and are not limited to learning purposes, but may also be for training or intellectual development as intended by the question setter. [Brief explanation of the drawings]

[0008] [Figure 1] FIG. 2 is a schematic diagram of the booklet-shaped teaching material according to the first embodiment, viewed from the back side. [Figure 2] FIG. 2 is a schematic diagram showing the state in which the cover is turned up in the booklet-shaped teaching material of the first embodiment. [Figure 3] A schematic diagram showing two facing pages of a sheet of paper. [Figure 4] An example of the second page showing questions on the first theme, "Healthy Brain." [Figure 5] An example of the second side showing the next question on the same topic. [Figure 6] An example of the second side of the last theme displayed for "Healthy Brain." [Figure 7] An example of the second page showing questions on the first theme, "Active Brain." [Figure 8] An example of the second page of "Active Brain," showing the next question on the same topic. [Figure 9] FIG. 10 is a schematic diagram showing a state in which the cover is turned up in the booklet-shaped teaching material of the second embodiment. [Figure 10] FIG. 11 is a schematic diagram showing two faces of a sheet of paper with an arbitrary page in the second embodiment. [Figure 11] An example of the second side showing the first questions for the first and second groups. [Figure 12] An example of the second side showing the final questions for the first and second groups. [Figure 13] An illustrative view of the second surface following Figure 12. DETAILED DESCRIPTION OF THE INVENTION

[0009] Hereinafter, an embodiment of the present invention will be described in detail with reference to the drawings. First Embodiment [Example of booklet-type teaching material structure] 1 to 3 are schematic diagrams showing an example of the structure of a booklet-shaped teaching material according to the first embodiment. Fig. 1 is a schematic diagram of the booklet-shaped teaching material 1 as seen from the back side, Fig. 2 is a schematic diagram of the booklet-shaped teaching material 1 as seen from the front side with the cover 20 turned up, and Fig. 3 is a schematic diagram of the booklet-shaped teaching material 1 as seen from the front side with the paper 10 of an arbitrary page displayed as two faces spread.

[0010] The booklet-like teaching material 1 is a portable teaching material in which a plurality of sheets 10, each of which has one page (one surface) on the front and back sides, are stacked together, a cover 20 is attached to the front side of the first sheet 10, a back cover 30 is attached to the back side of the last sheet 10, and the left long sides of these sheets are bound together at a binding part 40.

[0011] The booklet-shaped teaching material 1 is turned from the right side to the left side of the paper, as shown by the arrow in Figure 2, and when opened to any page other than the front cover 20 and back cover 30, adjacent pages are displayed as a two-page spread. Each of the sheets 10, front cover 20, and back cover 30 is a vertically long rectangle of pocket size (e.g., A6 size) for portability. However, this does not apply to the size of the booklet-shaped teaching material 1.

[0012] For convenience, in this specification, the left side of the two facing pages will be referred to as the "first side" and the right side as the "second side." The first side 101 and the second side 102 are displayed in opposite orientations. The first side is an inverted page, and the second side is an upright page. Therefore, when a learner holds the booklet-shaped teaching material 1 in his or her hands, he or she will first look directly at the second side, which is an upright page. In this specification, the person using the booklet-like teaching material 1 is referred to as a "student." When using the booklet-like teaching material 1, the learner opens the cover 20 as shown in Figure 2, or opens to any page as shown in Figure 3, and first attempts to respond to the content of the upright page displayed on the second page 102 of the two facing pages.

[0013] Of the first side 101 and second side 102 of the paper 10 excluding the cover 20 and back cover 30, the second side 102 excluding the first and last can be a page displaying a theme field 111 in which the theme of the question is set, a question field 112 in which one of the questions set multiple times in succession in the turn-over direction on that theme is displayed, and a comment field 113 including the correct answer to the previous question and an evaluation index, as shown in Figure 3. Considering the repeated use of the same questions, there is no field for the learner to write their answer using a writing implement, as in conventional teaching materials.

[0014] The theme column 111 displays a simple string of characters that includes concepts common to multiple questions and messages expressing the intent behind the question. The question column 112 displays a single question in a short-answer format that allows learners to answer in a short amount of time without using writing implements. Each question is composed of a short string of characters as well as a combination of simple symbols, formulas, figures, images, etc. to help learners understand, analyze, and answer the questions as needed. The comment column 113 displays the correct answer and evaluation index for the previous question on each theme, except for the first question on that theme. These contents will be explained in detail later.

[0015] When a learner holds the booklet-like teaching material 1 in his or her hand, he or she inevitably focuses on the upright page (second side 102) of the two facing pages, and attempts to mentally answer the question displayed in the question column 112. Once the learner arrives at an answer, he or she keeps that answer in mind and turns the paper 10 in the forward direction to check the comment column 113 on the next upright page (second side 102). If the answer is incorrect, the learner returns to the previous question, analyzes the reasons for the failure, and uses this information to help him or her answer the next question. If the answer is correct, the learner recalls the time it took to arrive at the correct answer and evaluates it himself or herself. Strict time management is not necessarily required. It is sufficient to analyze the reasons when the learner arrives at the correct answer faster than expected, when it takes longer than expected, or when he or she is unable to answer the question correctly, and use these factors to help him or her answer the next question.

[0016] Repeating the same process, the learner physically finishes answering the questions 112 and comments 113 on the last second side 102, or when he or she is satisfied with the answer, turns the booklet-like teaching material 1 upside down. Then, the second side 102 before the change functions as the first side 101 after the change, and the first side 101 one page before that of the two facing sides functions as the second side 102 after the change. After this, the learner repeats the same process as before the change.

[0017] In this way, a learner picking up booklet-like teaching material 1 first touches the questions on side 102, which is an easy-to-follow upright page, without worrying about side 101, which is an inverted page and difficult to follow. Then, when the learner finds his or her own answer to the question displayed on side 102, he or she simply turns over side 102, confirms the correct answer, and moves on to the next question. This allows the learner to continue with the planned rhythm of learning without interruption, that is, without reducing motivation to start and continue learning, and provides the learner with a continuous sense of accomplishment, thereby providing an environment for efficient repetitive learning.

[0018] Furthermore, the action of a learner turning over one page at a time after answering a question to answer the next question has the effect of marking a break in learning in the single-question, short-answer format, which can tend to become monotonous, and can help learners maintain their concentration.

[0019] Furthermore, in conventional teaching materials, questions and correct answers are often on the same page (including cases where the correct answers are displayed in different ways), or are written on significantly separated pages. In the former case, the correct answers are visible, reducing the learning effect, and in the latter case, it is time-consuming to check the correct answers. With booklet-type teaching materials 1, these problems do not arise in the first place.

[0020] The booklet-shaped teaching material 1 described above is an example of a structure in which the left long side is bound at the binding part 40, but it goes without saying that the turning direction may be reversed and the right long side may be changed to the binding part 40. Also, instead of a structure in which the ends of multiple sheets of paper 10 are bound at the binding part 40, it may be replaced with a binder type structure in which sheets 10 can be inserted and removed, or a structure with the same function as a binder type structure.

[0021] [Display question and comment fields] One of the features of the booklet-type teaching material 1 is the content setting of the questions displayed in the question column 112, which utilizes the two-page spread teaching material structure described above. The questions displayed multiple times in one booklet-type teaching material 1 can be set as "imaging-type questions" and / or "working memory-type questions" based on cognitive ergonomics.

[0022] "Imaging-type questions" are questions that conjure up images (information / scenes) in the learner's mind. For example, they are questions aimed at maintaining the health of the human brain, regardless of or depending on the learner's age. Cultivating and maintaining a healthy brain through learning or training is sometimes called "brain health." On the other hand, "working memory-type questions" are training forms that encourage multiple thoughts or behaviors based on the information / scenes the learner imagines, such as questions aimed at activating brain power. Learning or training to activate brain power is sometimes called "brain activity." Both "imaging-type questions" and "working memory-type questions" have in common that they are questions related to "cognition," specifically the brain's function of "thinking" and then storing and processing the results in the short term, i.e., "brain power," rather than the long-term memory ("remembering") that traditional teaching materials aim for.

[0023] While "imaging-type questions" and "working memory-type questions" are each recognized as having their own significance in cognitive ergonomics, they are also closely related. Specifically, when imaging, humans temporarily store in their brains the images they see with their eyes, hear with their ears, and feel in their minds, and then specifically process the stored images according to their purpose. This process is not necessarily related to the learner's age. Examples of brain-based processing include conversation (understanding and constructing a response), mental arithmetic (holding numbers in one's head while calculating), and reading (understanding the overall meaning of a text while reading it). Human working memory (the element that attempts to memorize and utilize information / scenes in the brain) plays an essential role in the brain's short-term memory of images and the processing process that uses them.

[0024] It is well known in the field of cognitive ergonomics that when humans conjure up an image consisting of multiple elements in their minds, they store those elements in their working memory and then combine them appropriately. Therefore, brain power trained by "imaging-type questions" leads to improved ability to respond to "working memory-type questions," and brain power trained by "working memory-type questions" leads to increased ability to respond to "imaging-type questions" and motivation to respond to other "imaging-type questions" because it allows for the memory and processing of more information / scenes. In other words, both types of questions influence each other as important aspects of human cognitive function.

[0025] Taking the above points into consideration, in the first embodiment, one short-answer question about "a healthy brain," which is an example of an "imaging-type question," and one short-answer question about "an active brain," which is an example of a "working memory-type question," are displayed in the question column 112 on the second side 102 of the booklet-like teaching material 1. As described above, "a healthy brain" is a concept of maintaining a healthy brain state, and focuses on preventing the decline of cognitive function and maintaining a healthy brain forever. On the other hand, "an active brain" is a concept of enhancing brain function, focusing on improving thinking ability, concentration, etc.

[0026] FIG. 4 is an example diagram of the second side 102 displaying a question ("balance," "1") on the first theme related to "healthy brain." A portion of the first side 101 is shown on the left side of FIG. 4. In FIG. 4, "health" in the theme column 111 is an abbreviation of "healthy brain," "balance" is an example of a theme related to "healthy brain," and "1" indicates that this is the first question about "balance." The question column 112 displays a single-item, short-answer format question in which the learner is expected to visualize the intent of the question and arrive at an answer within a predetermined time, e.g., less than one minute. The comment column 113 of the page does not display the correct answer, but instead contains a comment on how to respond to the question column 112, such as "Just look at it and think as quickly as possible."

[0027] FIG. 5 is an example diagram of the second side 102, in which turning over one page of the second side 102 displays the next question on the same theme. In the theme column 111, the question numbers are incremented by one. In the question column 112, other questions with the same theme but different content as the question in FIG. 4 are displayed. In the comment column 113, the correct answer to the previous question and an evaluation index are displayed, with the shorter the time required to reach the correct answer, the higher the evaluation. A common index can be used for the "evaluation index" for all questions. For example, if the time it takes to arrive at the correct answer after touching the question is less than 10 seconds, it can be "A Pass," if it is less than 30 seconds, it can be "B Pass," and if it is less than 1 minute, it can be "C Pass."

[0028] When the "balance" theme is finished, the display in the theme column 111 and question column 112 in Fig. 5 switches to the content related to questions on other themes. The correct answer and evaluation index for the last question related to "balance" are displayed in the comment column 113. After that, the above display is repeated for the second side 102 related to "brain health."

[0029] 6 is an example diagram of the second page 102 related to "Four Places," the final theme displayed for "Healthy Brain." Because this is the last theme displayed for the second page 102, there is no "Question column" 112 related to "Four Places," and the correct answer and evaluation index for the previous question for "Four Places" are displayed in the comment column 113. Also, a guide message 114 is displayed encouraging the user to turn the booklet-like teaching material 1 upside down, i.e., flip it upside down and turn it over to move on to questions related to "Active Brain," which is closely related to "Healthy Brain."

[0030] FIG. 7 is an example of the second side 102 (first side 101 before changing hands) on which a question on the first theme ("Reasoning - Weight" "1") related to "Active Brain" is displayed. A part of the first side 101 (second side 102 before changing hands) is shown on the left side of FIG. 7. FIG. 8 is an example of the second side 102 (first side 101 before changing hands) on which the next question on the same theme is displayed. The theme column 111, question column 112, and comment column 113 on the second side 102 are the same as those described above in FIG. 4 and FIG. 5.

[0031] Thus, in the booklet-like teaching material 1 of the first embodiment, the correct answer to a question is present in the comment section 113 of the second page 102 of the next question. In other words, it is not present on the same page (second page 102) as the question section 112, and the question and the correct answer are not too far apart. Therefore, each time the learner touches the second page 102 on which one of the multiple questions is displayed, the learner uses his or her brain to try to find the correct answer and to remember the result as accurately as possible, even in a very short period of time. This repetition trains the learner's brainpower and its effects are synergistic.

[0032] Furthermore, each of the questions displayed on the second side 102 of the multiple pages is displayed in a single-question, short-answer format that is expected to be answerable in a predetermined time (for example, less than one minute), and the next page that is turned over has a rating that indicates the shorter the time it takes to reach the correct answer, the higher the rating. This motivates students to tackle the questions even when they are short on time, and they can immediately see the evaluation indicators for whether they answered correctly and the time it took to reach the correct answer on the page of the next question. This makes it easier to increase the sense of accomplishment without losing concentration, which helps maintain the above-mentioned motivation.

[0033] Furthermore, by having the learner repeatedly answer questions multiple times, the learner's thinking (computing) brain power is gradually developed, rather than memorization. In particular, after becoming accustomed to how to answer "imaging-type questions," the learner can seamlessly transition to "working memory-type questions" by holding the booklet-like teaching material 1 upside down, and since the way of responding to the question field 112 and the comment field 113 is the same, the learner's thinking (computing) brain power can be developed more effectively.

[0034] Second Embodiment In the first embodiment, an example of a booklet-like teaching material 1 was described in which questions about "healthy brain", which is an example of "imaging-type questions", are displayed on the second side 102 of the two-sided spread, and questions about "active brain", which is an example of "working memory-type questions", are displayed on the second side 102 when held upside down (the first side 101 before being held upside down).In the second embodiment, however, the "imaging-type questions" and "working memory-type questions" are displayed simultaneously on one page.

[0035] 9 and 10 are diagrams showing an example of the structure of a booklet-like teaching material according to the second embodiment, with Fig. 9 being a schematic diagram showing a state in which the cover 10 has been turned over, and Fig. 10 being a schematic diagram showing a sheet 10 of any page displayed as a two-sided spread. This is the same as the first embodiment in that a plurality of sheets 10, each of which has one page (one side) on its front and back sides, are stacked together, with a cover 20 attached to the front side of the first sheet 10 and a back cover 30 attached to the back side of the last sheet 10, and then the left long sides of these sheets are bound to the left with a binding section 40, and that the pages are turned from the right side to the left side of the sheet as shown by the arrow in Fig. 9, so that when any page other than the cover 20 and back cover 30 is opened, adjacent pages are displayed as a two-sided spread, forming a teaching material.

[0036] In the booklet-like teaching material 2 of the second embodiment, the second side 202, which is the upright page before the learner turns the book upside down, has a theme column 111, a question column 112, and a comment column 113 for the first group, as well as a theme column 211, a question column 212, and a comment column 213 for the second group. The first group is the group of "imaging-type questions" described above, and the second group is the group of "working memory-type questions" described above.

[0037] Fig. 11 is an example diagram of the second screen 202 on which the first questions of the first and second groups are displayed. Fig. 12 is an example diagram of the second screen 202 on which the last questions of the first and second groups are displayed. Fig. 13 is an example diagram of the next second screen 202 following Fig. 12. The contents of the theme column 211, question column 212, and comment column 213 of the second group in Figs. 11 and 12 are the same as those described for "Active Brain" in the first embodiment.

[0038] 13, there are no "question columns" 112, 212 for either the first or second group, and the correct answers and evaluation indices for the previous questions for the first and second groups are displayed in the comment columns 113, 213. Also, a guide message 214 is displayed encouraging the student to hold the booklet-like teaching material 2 upside down, i.e., upside down, and move on to the next questions for the first and second groups.

[0039] In this way, the booklet-like teaching material 2 of the second embodiment simultaneously displays "imaging-type questions" and "working memory-type questions" in the theme column 211 and question column 212 on the first side 201 and second side 202 of the two-page spread. In other words, the development of the ability to respond to "imaging-type questions" and the development of the ability to respond to "working memory-type questions" are carried out almost simultaneously and in parallel, and this process is repeated multiple times. Therefore, it is expected that the training effect of the two types of questions, which mutually influence each other regarding brain power, will be synergistically enhanced.

[0040] From the viewpoint of teaching material structure, if the number of questions is the same as that of the booklet-type teaching material 1 of the first embodiment, the number of sheets 10 in the booklet-type teaching material 2 of the second embodiment can be halved, while if the number of sheets 10 is the same as that of the booklet-type teaching material 1, the number of questions can be doubled. In other words, even though the booklet-type teaching material 2 is a limited small area of ​​two pages in a pocket-sized spread, it can have the exceptional effect of effectively improving basic human brain power, such as understanding the meaning of knowledge once acquired and how to use that knowledge, without relying on memorization.

[0041] In the second embodiment, an example was described in which an "imaging-type question" and a "working memory-type question" are simultaneously displayed on the second page 202 of a two-page spread, but it is also possible to have two "imaging-type questions" or two "working memory-type questions" displayed simultaneously.

[0042] Furthermore, booklet-type teaching materials 1 and 2 were explained using the example of brain training for a "healthy brain" as an "imaging-type question," but "imaging-type questions" are not limited to "healthy brains" and can also be applied to questions in the field of mental training and physical therapy, such as rehabilitation for people who cannot move their bodies but have healthy brains. The same can be said for "working memory-type questions." Alternatively, they can be implemented as games intended for intellectual development, not just for learning and training purposes. [Explanation of symbols]

[0043] 1,2...Booklet-like teaching materials 10...Paper 101,201...Page 1 of two pages 102,202...Page 2 of 2-page spread 111,211···Topic column 112,212...Question column 113,213...Comments 114,214···Information column

Claims

1. A booklet-like teaching material displayed on two facing pages, One side, the first side, and the other side, the second side, are displayed upside down, The second side is a side on which one of the questions set multiple times in the turn-over direction and the correct answer to the question immediately before that are displayed, and the first side is a side that functions as the second side when the two facing sides of the spread are turned upside down, and each of the questions set multiple times is displayed in a single question format that is expected to be answerable within a predetermined time, and the correct answer is displayed with a rating that is higher the shorter the time it takes to reach the correct answer than the predetermined time. Booklet-like teaching materials.

2. The questions set multiple times are imaging-type questions that make the learner conjure up images in their minds, and / or working memory-type questions that encourage the learner to think or act in multiple ways based on the scenes they have imagined. The booklet-like teaching material according to claim 1.

3. The imaging-type questions are displayed on the second surface, and the working memory-type questions are displayed on the first surface. The booklet-like teaching material according to claim 2.

4. the imaging-type questions and the working memory-type questions are simultaneously displayed on the first surface or the second surface; The booklet-like teaching material according to claim 2.

5. The booklet-like teaching material has no entry space for answers to the questions on the first side and the second side. The booklet-like teaching material according to any one of claims 1 to 4.

Images