How to provide learning managers with learning management guides tailored to their target audience.

Abstract

To provide a learning manager management providing method and a platform based on a consciousness integration map based on cognitive science theory.SOLUTION: A learning manager management providing method performed by a management server based on a server-client system online includes: an integrated map confirmation step of performing reverse engineering of a psychological characteristic factor according to a student type and confirming an integrated map of a multi-layer platform formed based on cognitive science theory; a guide formulation step of reconfiguring a psychological characteristic test based on the integrated map and providing the reconfigured psychological characteristic test to a manager terminal of a learning manager, and analyzing the psychological characteristic test when a result of the psychological characteristic test for a subject is received from the manager terminal to visually intuitively form a management guide according to connectivity of psychological characteristic factors; and a learning management providing step of providing the formulated management guide to the manager terminal of the learning manager.SELECTED DRAWING: Figure 1

Description

Technical Field

[0001] The present invention relates to a method and platform for providing learning manager management based on a consciousness integration map based on cognitive science theory. More specifically, it enables a learning manager that manages learners such as students to provide an optimized management method for each learner.

[0002] Particularly, the present invention typifies the individual characteristics of learners through pattern analysis of measurement values for psychological factors, and presents a management method reflecting neuroscientific elements, thereby providing a learning management service with a certain level of uniform quality. It relates to a method and platform for providing learning manager management based on a consciousness integration map based on cognitive science theory.

Background Art

[0003] Traditional educational methods used in schools, cram schools, etc. are such that one teacher or instructor conducts classes for a large number of students with the aim of acquainting them with textbook knowledge. Therefore, optimized learning for each student taking the class is not carried out, and there is a problem of simply emphasizing the ability to memorize.

[0004] As a method for solving such problems, a method has been introduced in which a learning manager is matched with a learner on a one-to-one basis to directly educate or support the learning of the learner. Such a method is mainly carried out in a way that a learning manager is assigned to each learner, arouses the learning motivation of the learner online or offline, and manages so-called self-directed learning in which the learner designs and executes the learning process by himself / herself.

[0005] However, these one-to-one matching learning management methods have the drawback that they completely depend on the personal ability and experience of the learning manager, and thus cannot provide the best service optimized for the learner.

[0006] Specifically, in order for a learning manager service to be provided by matching learners (students, etc.) with managers on a one-to-one basis, the learning manager needs the following abilities:

[0007] Firstly, a humanities background is required to broaden students' thinking; secondly, empathy and communication skills necessary for interpersonal relationships are required; thirdly, subject knowledge is required; fourthly, learning methods and teaching skills for educating that subject knowledge are required; fifthly, an understanding of the entire service and the ability to manage it are required; and sixthly, a holistic understanding of human beings based on human psychology, stages of growth and development, and cognitive science learning mechanisms is required.

[0008] Recently, efforts have been made to standardize learning management methods and provide the same quality of service to diverse learners.

[0009] The following prior art document, Korean Published Patent No. 10-2024-0006317, "Apparatus and Method for Managing Map-Based Knowledge-Linking Educational Content" (hereinafter referred to as "Prior Art"), generates a learning map by linking educational content from various fields from lower-level concepts to higher-level concepts, and uses this map to provide learners with the necessary educational content, enabling them to learn independently.

[0010] However, prior art merely searches for and provides the necessary educational content to learners (students), completely disregarding the six required skills of the learning manager mentioned above and the mental capabilities of the learners.

[0011] In other words, even if a management system using a learning manager employs methods similar to those in prior art, the relationship between the learning manager and the learner is intertwined with the realm of human thought, namely neuroscientific elements, which presents a significant challenge for individual learning managers to master. [Overview of the project] [Problems that the invention aims to solve]

[0012] To solve the aforementioned problems, the present invention aims to provide a learning manager management method and platform based on a cognitive science theory-based consciousness integration map that can provide learning managers who manage students and other learners with a management method optimized for each learner.

[0013] In particular, the present invention aims to provide a learning manager management method and platform based on a cognitive science theory-based consciousness integration map that can provide a learning management service with a consistent level of uniform quality by typing the individual characteristics of learners through pattern analysis of measured values ​​for psychological factors and presenting a management method that reflects neuroscience elements.

[0014] Specifically, the present invention aims to provide a learning manager management method and platform based on a cognitive science theory-based consciousness integration map, which provides an integrated map that comprehensively collects and systematizes information on all matters that may affect a student's learning, and based on this, can provide a management guide optimized for the learner. This map is intended to provide foundational materials for customized learning management of a novel concept of managing a student's mental state / learning state / learning environment. [Means for solving the problem]

[0015] To achieve the above objectives, the learning manager management provision method based on a cognitive science theory-based consciousness integration map according to the present invention is a learning manager management provision method executed on a management server based on an online server-client system, and includes: an integrated map verification step in which psychological characteristic factors for each student type are reverse-engineered and an integrated map of a multi-layered platform diagrammed based on cognitive science theory is confirmed; a guide diagramming step in which a psychological characteristic test is reconstructed based on the integrated map and provided to the learning manager's manager terminal, and when the results of the psychological characteristic test for the test subject are received from the manager terminal, the psychological characteristic test is analyzed and a management guide based on the connectivity of psychological characteristic factors is visually intuitively diagrammed; and a learning management provision step in which the diagrammed management guide is provided to the learning manager's manager terminal.

[0016] Furthermore, the integrated map can be produced through the following steps: a psychological characteristic factor extraction step for extracting psychological characteristic factors related to learning from a target student group; a psychological characteristic factor grouping step for grouping the psychological characteristic factors into type groups; a methodology definition step for defining management methodologies for each type group; an inductive listing step for listing psychological characteristic factors inductively by assigning weights to the measured values ​​for each type group; and an integrated map construction step for constructing the integrated map based on the relationships obtained by the inductive listing for each type group.

[0017] Furthermore, the integrated map verification step may include an integrated map reconstruction step in which the psychological characteristics factors for each type group are visualized and reconstructed into type group maps.

[0018] Furthermore, the guide diagramming stage may include a characteristic factor variable definition stage in which characteristic factor variables are defined for each psychological characteristic factor of the type group; a characteristic factor variable mapping stage in which the characteristic factor variables are mapped to a type group map; and a psychological characteristic test reconstruction stage in which a psychological characteristic test is reconstructed to measure the psychological characteristic factors based on the type group map.

[0019] Furthermore, the guide diagramming stage may include: a type determination stage in which a type is determined based on the measured values ​​for each psychological characteristic factor, based on the results of the psychological characteristic test reconstructed in the psychological characteristic test reconstruction stage; a type group map retrieval stage in which a type group map corresponding to the type determined in the type determination stage is retrieved; a connectivity confirmation stage in which the connectivity of each psychological characteristic factor in the type group map is confirmed; an improvement item selection stage in which improvement items for the test subject are selected based on the connectivity of each psychological characteristic factor; and an improvement item diagramming stage in which the improvement items are visually intuitively represented and diagrammed.

[0020] Furthermore, the learning management provision stage may include a first-stage guide provision stage that provides a management guide for a specific type; and a second-stage guide provision stage that, after assuming that the state of the specific type has improved, provides a combined management guide for other types.

[0021] Furthermore, the learning manager management platform based on the cognitive science theory-based consciousness integration map according to the present invention includes an integrated map block installed on a management server based on an online server-client system, comprising: a first layer including core consciousness items classified based on instinctive human behavioral mechanisms corresponding to the biological level; a second layer including self-awareness classified based on emotional and cognitive systems based on the human language system; a third layer including behavioral patterns of empirical characteristics classified by human personality and values; a fourth layer including metacognitive items that recognize the flow of human thought; and a fifth layer including social ego items classified by ego expansion and harmony; and a learning management provision block that works in conjunction with the integrated map block to provide the learning manager with a learning management guide corresponding to the type of target student based on the hierarchical integrated map.

[0022] Furthermore, the second layer may include an intelligence center domain that interprets the first layer to clarify its meaning, determines its acceptability, and constructs an abstractly linguistic self-awareness to form the second layer.

[0023] Furthermore, the third layer may include: a role performance module map area that interprets the roles assigned to an individual based on their perceived importance; an interaction module map area that interprets the individual's attitudes corresponding to the role performance modules and interpersonal relationships in the role performance module map area; a self-characteristic module map area that interprets the processes that the interaction modules in the interaction module map area repeat in response to the external world; and an enterprising module map area that compares the present with the goal in the self-characteristic module map area and confirms the role tasks for achieving the goal.

[0024] Furthermore, the third layer may include an intelligence center region that determines the role proficiency level in the role performance module map region.

[0025] Moreover, the third layer can include an intelligent center area that determines the influence on the chain action between each element in the interaction module map area.

[0026] Moreover, the third layer can include an intelligent center area that determines the manifestation form for each element in the characteristic module map area and the enterprising module map area.

[0027] Moreover, the fourth layer can be activated in the intelligent center area, determine the degree of advancement of the intelligent center area in a recursive manner, and determine the degree of level improvement for the elements in the areas included in the third layer.

[0028] Moreover, the fourth layer can include an ego identity area that recognizes the ego identity due to the role tasks and social bonds.

Advantages of the Invention

[0029] With the above-mentioned solution means, the present invention has the advantage of being able to provide an optimized management method for each learner to a learning manager who manages learners such as students.

[0030] In particular, the present invention has the advantage of being able to provide a learning management service with a certain level of uniform quality by typifying the individual characteristics of learners through pattern analysis of measurement values for psychological factors and presenting a management method in which brain science elements are reflected.

[0031] Specifically, the present invention collects and systematizes information on all matters that can affect a student's learning in a multi-faceted manner to provide an integrated map, and based on this, can provide an optimized management guide for the learner, in order to provide basic materials for a newly conceived customized learning management for managing a student's mental state / learning state / learning environment.

[0032] As a result, the learning management of the present invention is not simply about providing students with knowledge to support their learning, but rather has the advantage of helping students develop clear goals and motivations for the future, enabling them to study with effective study methods and plans that are mentally optimized for them, and providing a comfortable and distraction-free study environment.

[0033] Furthermore, the present invention has the advantage of enabling learning managers to make objective and accurate judgments about matters that may affect the learning of target students (learners) by comprehensively collecting all information on psychological factors that may affect the learning of target students (learners) from multiple perspectives, analyzing and diagnosing this information, and providing an optimized management guide in order to effectively perform customized learning management.

[0034] Furthermore, the present invention has the advantage of providing an evolving management guide that actively reflects rapidly changing environmental factors through continuous updates by feeding back evaluated data to update the integrated map and psychological tests.

[0035] Therefore, it is possible to improve reliability and competitiveness in the fields of learning and learning management, particularly in the field of customized learning management services where learners and learning managers are matched on a one-to-one basis, as well as in similar or related fields. [Brief explanation of the drawing]

[0036] [Figure 1] Figure 1 is a flowchart showing one embodiment of the learning manager management provision method according to the present invention. [Figure 2] Figure 2 is a flowchart illustrating one example of a method for creating the integrated map applied to Figure 1. [Figure 3] Figure 3 is a flowchart showing a specific embodiment of steps "S100" and "S200" in Figure 1. [Figure 4]Figure 4 is a flowchart showing another specific embodiment of stage "S200" in Figure 1. [Figure 5] Figure 5 is a flowchart showing a specific example of step "S300" in Figure 1. [Figure 6] Figure 6 is a configuration diagram showing one embodiment of a system to which the learning manager management platform according to the present invention is applied. [Figure 7] Figure 7 is a configuration diagram showing one embodiment of the learning manager management platform according to the present invention. [Figure 8] Figure 8 is a diagram illustrating the characteristics of different types and an example of the management flow according to the present invention. [Figure 9] Figure 9 is a diagram illustrating the characteristics of different types and an example of the management flow according to the present invention. [Figure 10] Figure 10 is a diagram illustrating the characteristics of different types and an example of the management flow according to the present invention. [Figure 11] Figure 11 is a diagram illustrating the characteristics of different types and an example of the management flow according to the present invention. [Figure 12] Figure 12 is a diagram illustrating the type-specific features and management flow examples according to the present invention. [Figure 13] Figure 13 is a diagram illustrating the characteristics of different types and an example of the management flow according to the present invention. [Figure 14] Figure 14 is a diagram illustrating the characteristics of different types and an example of the management flow according to the present invention. [Figure 15] Figure 15 is a diagram illustrating the type-specific features and management flow examples according to the present invention. [Figure 16] Figure 16 is a diagram illustrating the characteristics of different types and an example of the management flow according to the present invention. [Figure 17] Figure 17 is a block diagram showing a specific example of the integrated map applied to Figure 7. [Figure 18] Figure 18 is a diagram that provides a more detailed explanation of Figure 17. [Figure 19] Figure 19 is a diagram illustrating one example of the process of reconstructing a psychological trait test based on Figures 8 to 18 and intuitiveizing management methods. [Figure 20] Figure 20 is a diagram illustrating one example of the process of reconstructing a psychological trait test based on Figures 8 to 18 and intuitiveizing management methods. [Figure 21] Figure 21 is a diagram showing an embodiment of the learning management guide according to the present invention. [Figure 22] Figure 22 is a diagram showing an embodiment of the learning management guide according to the present invention. [Figure 23] Figure 23 is a diagram showing an embodiment of the learning management guide according to the present invention. [Figure 24] Figure 24 is a diagram showing an example of a type-specific guide based on Figure 18. [Figure 25] Figure 25 is a diagram showing an example of a type-specific guide based on Figure 18. [Figure 26] Figure 26 is a diagram showing an example of a type-specific guide based on Figure 18. [Modes for carrying out the invention]

[0037] The learning manager management method and platform based on the cognitive science theory-based consciousness integration map according to the present invention can be applied in various ways, and the most desirable embodiment will be described below with reference to the attached drawings.

[0038] First, the learning manager management provision method and platform based on the cognitive science theory-based consciousness integration map of the present invention can be operated on a server / client system over the internet. The configuration for executing this method can be any fixed computing device such as a desktop, workstation, or server, or any mobile computing device such as a smartphone, laptop, tablet, phablet, portable multimedia player (PMP), personal digital assistant (PDA), or e-book reader.

[0039] Furthermore, the learning manager management provision method and platform based on the cognitive science theory-based consciousness integration map of the present invention can be executed in a server / client system with at least one server or client configuration, and at least two configurations can work together to divide and distribute the process according to the operational method. In this case, it goes without saying that the client can include not only user terminals used by users, but also administrator terminals excluding the server.

[0040] Furthermore, unless otherwise defined, technical terms used in describing the present invention should be interpreted as having the meaning generally understood by a person with ordinary skill in the art to which the invention pertains, and should not be interpreted in an overly comprehensive or overly restrictive sense.

[0041] Furthermore, if any technical terms used to describe the present invention are incorrect or do not accurately express the concept of the present invention, they should be replaced with technical terms that can be correctly understood by those skilled in the art.

[0042] Furthermore, general terms used in this invention should be interpreted as defined in dictionaries or according to the surrounding context, and should not be interpreted in an overly narrow sense.

[0043] Furthermore, singular expressions used in describing the present invention may include plural expressions unless the context clearly indicates otherwise.

[0044] Furthermore, terms such as "include" should not be interpreted as necessarily including all of the multiple components or stages; some of the components or stages may be excluded, or additional components or stages may be included.

[0045] Furthermore, while terms containing ordinal numbers, such as "first" and "second," can be used to describe various components, these components should not be limited by such terms, and it is obvious that such terms should only be used to distinguish one component from another.

[0046] For example, without departing from the scope of the rights of the present invention, the first component can be named the second component, and similarly, the second component can be named the first component.

[0047] In describing the present invention below with reference to the attached drawings, identical or similar components will be given the same number, and redundant explanations will be omitted.

[0048] Furthermore, when describing the present invention, if it is determined that a specific explanation of related prior art may obscure the essence of the present invention, such detailed explanation may be omitted.

[0049] Furthermore, the attached drawings are intended to facilitate understanding of the concept of the present invention, and should not be interpreted as limiting the concept of the present invention. Rather, the concept of the present invention should be interpreted as extending to all modifications, equivalents, or substitutes other than those shown in the attached drawings.

[0050] Figure 1 is a flowchart showing one embodiment of the learning manager management provision method according to the present invention.

[0051] Referring to Figure 1, the learning manager management provision method includes an integrated map confirmation stage (S100), a guide diagramming stage (S200), and a learning management provision stage (S300).

[0052] First, the learning manager management provision method of the present invention is based on an online server-client system and can be performed by a management server that works in conjunction with a manager terminal, which is a client.

[0053] The integrated map verification stage (S100) is the process of verifying the integrated map of the multi-layered platform. The integrated map is diagrammed based on cognitive science theory by reverse engineering the psychological trait factors for each student type (16 types of key trait factors).

[0054] For example, the 16 types of students could include Type 1, the highest level with exceptional abilities in all aspects; Type 2, the exemplary type; Type 3, the cram school-centric type; Type 4, the puppet type; Type 5, the skilled negotiator; Type 6, the vain type; Type 7, the outsider type; Type 8, the stubborn type; Type 9, the fragile, glass-like type; Type 10, the meddling type who likes to interfere; Type 11, the honest type; Type 11, the honest but not always successful type who is a studious leader; Type 12, the highly sensitive type; Type 14, the type interested in things other than studying; Type 15, the obsessive type who is engrossed in a specific field such as games; and Type 16, the insensitive type who has little reaction to their surroundings.

[0055] After identifying and analyzing the psychological characteristics of these 16 types, an integrated map can be created based on scientific knowledge. This integrated map can be stored on a specific storage medium or provided via a network.

[0056] Therefore, the integrated map verification stage (S100) can either retrieve the integrated map of the multi-layered platform stored on a specific storage medium or download it via a network, which will be described in more detail below.

[0057] The guide diagramming stage (S200) is the process of visually intuitively diagramming the management guide for the learner based on the integrated map described above.

[0058] Specifically, the management server reconstructs the psychological characteristics test for the target student (learner) and provides it to the learning manager's terminal.

[0059] This allows the learning manager to either show the reconstructed psychological traits test directly to the learner on the manager terminal and conduct the test, or to send the reconstructed psychological traits test to the learner's user terminal and conduct the test there.

[0060] Subsequently, the learning manager can send the results of the psychological characteristics test, either from the user terminal or from the manager terminal, to the management server.

[0061] When the management server receives the results of a psychological trait test for a test subject from the manager terminal, it can analyze the psychological trait test and visually intuitively represent and diagram a management guide corresponding to the connectivity of the psychological trait factors. Based on the aforementioned integrated map, it can then diagram a management guide for the learner.

[0062] The learning management delivery stage (S300) is the process in which the management server provides a diagrammatic management guide to the learning manager's manager terminal, allowing the learning manager to directly educate the learner or support the learner's learning according to the provided management guide.

[0063] Figure 2 is a flowchart illustrating one example of a method for creating the integrated map applied to Figure 1.

[0064] Referring to Figure 2, the integrated map may include the psychological trait factor extraction stage (S10), the psychological trait factor grouping stage (S20), the methodology definition stage (S30), the inductive listing stage (S40), and the integrated map construction stage (S50).

[0065] The psychological trait extraction stage (S10) is the process of extracting psychological traits related to learning from the target student group. The target student group refers to students who meet criteria such as age, gender, and region, including the target students (learners), and may include students selected from the entire group or through sampling.

[0066] The process of conducting basic psychological trait tests on such a group of students, extracting psychological trait factors based on the test results, and confirming the measured values ​​of the major psychological factors is the psychological trait factor extraction stage (S10).

[0067] The psychological trait grouping stage (S20) is the process of grouping psychological traits into type groups by analyzing the patterns of measurements of previously identified major psychological factors and defining similar group characteristics for grouping.

[0068] For example, type groups can be defined as the 16 types mentioned above. Specifically, the characteristics of each type can be defined as shown in Figures 8, 11, and 14, and the relationships between psychological factors can be defined as shown in Figures 9, 12, and 15.

[0069] The methodology definition stage (S30) is the process of defining management methodologies for each type group. Specifically, for the types defined as shown in Figures 8, 11, and 14, type-specific management flows can be defined as shown in Figures 10, 13, and 16, respectively.

[0070] The inductive listing stage (S40) is the process of inductively listing psychological trait factors by assigning weights to the measured values ​​according to type groups. Specifically, the psychological trait factors of each student are generalized, and their relationships can be represented in a tree structure, which is a visual diagram as shown in Figures 9, 12, and 15.

[0071] The integrated map construction stage (S50) is the process of constructing an integrated map based on the relationships obtained by inductive listing of type groups. Specifically, by considering the generalizations and relationships of the 16 types of psychological trait factors mentioned above, an integrated map with a multi-layered platform like those shown in Figures 17 and 18 can be constructed.

[0072] Figure 3 is a flowchart showing a specific embodiment of steps "S100" and "S200" in Figure 1.

[0073] Referring to Figure 3, the integrated map confirmation stage (S100) may include an integrated map reconstruction stage (S110) in which the psychological characteristics factors for each type group are visualized and reconstructed into type group maps.

[0074] For example, type group maps based on psychological characteristics for each type group can be visualized and reconstructed as shown in Figures 24 to 26.

[0075] Subsequently, the guide diagramming stage (S200) can proceed to the trait factor variable justice stage (S210), the trait factor variable mapping stage (S220), and the psychological trait test reconstruction stage (S230).

[0076] For example, as shown on the left side of Figure 19, characteristic factor variables are defined for each type group of psychological characteristic factors (S210). After mapping the characteristic factor variables to the type group-specific map defined through the integrated map reconstruction stage (S110), as shown in the center of Figure 19, a psychological characteristic test can be reconstructed to measure psychological characteristic factors based on the type group-specific map, as shown on the right side of Figure 19.

[0077] Figure 4 is a flowchart showing another specific embodiment of stage "S200" in Figure 1.

[0078] Referring to Figure 4, the guide diagramming stage (S200) can further include the type determination stage (S240), the type group map retrieval stage (S250), the connectivity confirmation stage (S260), the improvement item selection stage (S270), and the improvement item diagramming stage (S280).

[0079] For example, as shown on the left side of Figure 20, based on the results of the psychological trait test reconstructed in the psychological trait test reconstruction stage (S230), the type is determined based on the measured values ​​for each psychological trait factor (S240). Then, as shown on the right side of Figure 20, after retrieving the type group map corresponding to the type determined in the type determination stage (S240) (S250), the connectivity of the type group map for each psychological trait factor can be confirmed through the type tree structure (S260).

[0080] Subsequently, areas for improvement for the test subject can be selected based on the connectivity of different psychological traits (S270), and these areas for improvement can be visually intuitively represented and diagrammed (S280).

[0081] Figure 5 is a flowchart showing a specific example of step "S300" in Figure 1.

[0082] Referring to Figure 5, the learning management provision stage (S300) includes the first stage guide provision stage (S310) and the second stage guide provision stage (S320).

[0083] For example, as shown in Figure 21, a tree structure for a specific type can be checked, and after retrieving the corresponding type group map, a single management guide for that type can be provided (S310).

[0084] Subsequently, assuming that the state of that type (the learner's psychological state) has been improved by one management guide provided, a combination of management guides for other related types can be provided, as shown in Figure 22 (S320).

[0085] Below, we will examine the system in which the methods shown in Figures 1 to 6 are implemented.

[0086] Figure 6 is a configuration diagram showing one embodiment of a system to which the learning manager management platform according to the present invention is applied, and Figure 7 is a configuration diagram showing one embodiment of the learning manager management platform according to the present invention.

[0087] Referring to Figure 6, the learning manager management platform (100) can be installed on a management server (S) based on an online server-client system, and the client can include a manager terminal (C) used by the learning manager.

[0088] Referring to Figure 7, the learning manager management platform (100) can include an integrated map block (110) that includes the first to fifth levels (111) to (115), and a learning management provision block (120) that works in conjunction with the integrated map block (110) to provide the learning manager with a learning management guide corresponding to the type of target student (learner) based on the hierarchical integrated map.

[0089] Referring to Figures 17 and 18, the layers of the integrated map block (110) are as follows:

[0090] The first level (111) is a hierarchy that includes core consciousness items classified based on the instinctive behavioral mechanisms of humans corresponding to the biological level, and may include items related to instinctive behavior, perceiving the world of representations reinterpreted by the sensory nervous system and the prior cognitive system (a combination of past experiences and feelings).

[0091] The second level (112) is a level that includes self-awareness items classified based on the emotional and cognitive systems that are based on the human language system, and may include items related to self-awareness, which is the recognition of being an independent and unique being separate from other worlds and individuals.

[0092] The third level (113) is a level that includes behavioral patterns of empirical characteristics classified by human character and values, and may include items related to the characteristics of an individual who has accumulated life experiences while responding to the external world through an abstractly verbalized self-awareness.

[0093] For example, the third level (113) may include a role performance module map area (the first area from the left in the Lv.3 area of ​​Figure 18, Lv.3-1 area) which interprets the roles assigned to an individual based on their perceived importance; an interaction module map area (the second area from the left in the Lv.3 area of ​​Figure 18, Lv.3-2 area) which analyzes the individual's attitudes corresponding to the role performance modules and interpersonal relationships in the role performance module map area; a self-characteristic module map area (the third area from the left in the Lv.3 area of ​​Figure 18, Lv.3-3 area) which analyzes the process by which the interaction modules in the interaction module map area are repeated in response to the external world; and an enterprising module map area (the fourth area from the left in the Lv.3 area of ​​Figure 18, Lv.3-4 area) which compares the present with the goal in the self-characteristic module map area and confirms the role tasks required for the goal.

[0094] The fourth level (114) is a level that includes metacognitive items that recognize the flow of human thought, and may include items related to another self that observes the real self, i.e., a higher self, objectively observing and judging the real self.

[0095] The fifth level (115) is a level that includes social ego items classified by ego expansion and harmony, and may include items related to growth as an agent who proactively designs one's own life and moves towards goals after successfully mastering the process from the first to the fourth level.

[0096] Referring to Figure 18, the integrated map can include an intelligence center domain, and the intelligence center domain can be linked to the second (112), third (113), and fourth (114) levels.

[0097] For example, the second layer (112) can interpret the first layer (112) through the intelligence center domain to clarify its meaning, determine whether it is acceptable or not, and construct an abstractly linguistic self-awareness to form the second layer (112).

[0098] Furthermore, the third layer (113) can determine role proficiency in the role performance module map domain through the intelligence center domain.

[0099] Furthermore, the third layer (113) can determine the influence on the chain reactions between each element in the interaction module map region through the intelligence center region.

[0100] Furthermore, the third layer (113) can determine the manifestation patterns of each element in the self-characteristic module map region and the enterprising module map region through the intelligence center region.

[0101] Furthermore, the fourth layer (114) is activated as the highest expression state of the intelligence center domain, which can recursively determine the advancement of the intelligence center domain and determine the level improvement of all other domain elements of the third layer (113).

[0102] Furthermore, the fourth level (114) of the integrated map can include the ego identity domain, which recognizes ego identity through role-based tasks and social bonds.

[0103] The learning management provision block (120), which works in conjunction with the integrated map block (110) configured in this way, can provide the learning manager with a learning management guide corresponding to the type of target student (learner) in the manner shown in Figures 1 to 5, based on the hierarchical integrated map shown in Figure 14.

[0104] Below, we will examine the specific examples mentioned above in more detail.

[0105] Figures 8 to 16 are diagrams illustrating the characteristics of different types and examples of management flows according to the present invention.

[0106] Referring to Figure 8, Type 1 is the top-tier type, boasting exceptionally outstanding abilities in all aspects. They are exemplary students in the upper echelons, goal-oriented, and characterized by a strong desire to improve their shortcomings and a high level of academic motivation. The tree structure based on the measurements of the main psychological factors is shown in Figure 9.

[0107] Looking at the tree structure, we see that there is a high motivation to learn based on a clear sense of purpose, and a concrete desire for improvement through objective self-reflection.

[0108] Furthermore, they possess strong practical skills, enabling them to learn efficiently and effectively, and they also have a good aptitude for learning, which is why they consistently maintain top-tier grades.

[0109] This allows for the formation of a healthy sense of self and the sustained accumulation of successful experiences.

[0110] In summary, this type of person is good at establishing an image as an education specialist in areas such as career guidance and entrance exams, curriculum, learning strategies, learning methods, detailed subject learning, and emotional care. They can be a learning manager and management guide by confirming the student's purpose and requirements for attending the cram school, working together with the student to identify and improve problems the student may not be aware of, and managing slumps that arise from deep-seated worries during the difficult time it takes to reach the top level.

[0111] Therefore, in a flow consisting of an initial understanding stage, an onboarding stage, and a trigger stage, as shown in Figure 10, it is desirable to manage the target students while considering the relationships between the items in each stage.

[0112] Figures 11-13 relate to the three types of students who are centered around cram schools, and Figures 14 and 16 relate to the four types of students who are like puppets. Needless to say, these can also be applied in the same or similar ways to the other 16 types mentioned earlier, namely the two types of model students, the five types who are good at negotiating, the six types who are vain, the seven types who are outsiders, the eight types who are very particular, the nine types who are like glass beads with weak mental fortitude, the ten types who like to interfere and are meddlesome, the eleven types who are sincere, the eleven types who are sincere but do not produce sufficient results and are the study room boss type, the twelve types who are highly sensitive, the fourteen types who are interested in things other than studying, the fifteen types who are obsessed with specific fields such as games and are fanatics, and the sixteen types who are insensitive and do not react much to their surroundings.

[0113] To integrate these 16 types into a single map, we applied a reverse engineering method to identify the key characteristic factors for each of the 16 types.

[0114] To explain this in more detail, the process involves assigning weights to the primary measurements for each type derived from crowd analysis, inductively listing these weights, and then integrating them into a single map.

[0115] For example, the characteristic flows (tree structures) shown in Figures 9, 12, and 15 are charts that define the relationships between the main characteristic factors for each type, and one item common to both Type 3 and Type 4 is "excessive reliance on private education."

[0116] However, the key difference between the two types is that Type 3 tends to have good learning outcomes, leading to positive emotional patterns and self-confidence, while Type 4 tends to have poor learning outcomes, potentially leading to negative emotional patterns and decreased self-confidence.

[0117] In this case, the four types can change to positive emotional patterns by improving their learning outcomes, and by linking the relationships between these two trait factors, they can be depicted as a growth process over time.

[0118] On the other hand, Type 3 students lack the ability to solve learning challenges on their own due to excessive reliance on private education. They struggle intensely with difficult tasks, and their pattern of solving problems based on their own thought processes over time and acquiring new knowledge is weak. As a result, Type 3 students tend to prefer only the most comfortable, fast, and guaranteed route.

[0119] In other words, it suffers from a lack of initiative, which prevents creative attempts from emerging.

[0120] While both Type 1 and Type 3 share the psychological factors of "top-tier academic performance" and "good learning aptitude," the crucial difference is that Type 1 individuals have extensive experience in confronting and solving their own problems through objective self-reflection. As a result, they can demonstrate challenging and practical abilities not only in learning but also in their attitude towards life.

[0121] Similarly, by connecting the relationships between the common psychological factors of Type 3 and Type 1, a broader time-series growth process is constructed, just as it was for Type 4 and Type 3. Through this concept of reverse engineering, it is possible to create a single integrated map that includes the flow from Type 16 to Type 1.

[0122] Figure 17 is a block diagram showing a specific embodiment of the integrated map applied to Figure 7, and Figure 18 is a diagram that explains Figure 17 in more detail.

[0123] The Integrated Map (CUBE Map) is constructed as an inductive list of key characteristic factors for 16 groups (types) based on crowd analysis using major learning psychological factor data, and its foundation is based on the latest cognitive science theories.

[0124] Within this context, the field of learning has been greatly influenced by the interpretation of human mental processes into a logical rational system, stemming from the seeds of philosophy of language that began in the early 20th century and extending to modern linguistics represented by Noam Chomsky, as well as the study of the development of rational consciousness that appears according to the process of human growth. Through this, it has been revealed that humans construct meaning from language, and that this meaning reaches a level of abstraction, allowing them to understand and judge the world before reconstructing it within their own world. This is precisely the process of learning, and in other words, it has become evidence that linguistic ability determines human learning capacity and forms the basis of mental processes.

[0125] The structure of the integrated map is based on cognitive science theories, and it can explain the growth and development process of human mental processes in a total of six stages, from the biological response and learning system at the animal level to the learning mechanism through the abstract language ability unique to humans, the emergence of self-awareness that appears in this process, the personality and values ​​that are composed of the accumulation of experience and memory, the proactive (working ego) model that begins to manifest with habits and metacognitive abilities, the completion of the subjective ego, and finally to the cosmic ego that pursues spirituality in harmony with the social ego.

[0126] First, the core consciousness, which is the first level (Lv1), concerns the mechanisms of human behavior explained at a biological level, and relates to common characteristics shared by vertebrates such as mammals, birds, reptiles, and amphibians.

[0127] All living organisms, guided by their survival instinct, determine the optimal course of action in response to the external world in order to survive. In this context, the definition of the external world includes not only the environment outside the body, but also, from the perspective of the brain, the various signals transmitted between different parts of the body.

[0128] Organisms perceive stimuli transmitted from the external world through their intrinsic sensory nervous systems, which are converted into electrical signals that can trigger specific emotions (affects) depending on genetically programmed information and learned experiences. Here, emotion is a non-verbal sensation that causes organisms to take specific actions at the level of pleasure or displeasure, and such processes can manifest in the brain as diverse activation patterns between bundles of neurons (nerve cells).

[0129] In summary, living organisms do not perceive the external world as it is, but rather perceive a represented world that has been reinterpreted by their sensory nervous system and prior cognitive system (a combination of past experiences and emotions). Based on this, they take instinctive actions, considering the advantages and disadvantages of the situation.

[0130] As a result of such behavior, experiences of success and failure accumulate as memories in the brain, which can influence whether the individual repeats the same behavior or tries a new behavior in similar situations in the future.

[0131] Next, the second stage (Level 2, the second level) of self-awareness is the recognition by which an organism is an independent entity separate from the rest of the world and other individuals, and it concerns linguistic ability, which is abstracted as a special element that distinguishes it from other animals that possess self-awareness.

[0132] Only humans can construct abstract concepts through language, express and communicate them to others, and in particular, these abstracted concepts can reinterpret the world and allow people to see it from different perspectives based on the abstracted viewpoints of those individuals.

[0133] For example, the natural phenomenon of unidentified lights dancing in the sky late at night was called "oni-bi" (ghost fire) by people in the past and interpreted as the mischief of ghosts. However, in modern times, a scientific explanation has been adopted: phosphorus-fired hydrogen, produced when phosphorus compounds decompose, burns at room temperature. As a result, it is no longer seen as something to be feared.

[0134] In humans, the stimulus signals processed in the first stage, core consciousness, can be reinterpreted by the emotional and cognitive system, which we define as the intelligence center. If the "represented world" in the core consciousness, as determined by the prior cognitive system, is the activation pattern of nonverbal brain neuronal bundles in response to electrical signals from external world stimuli, then the "interpreted world" in the second stage, self-awareness, as determined by the intelligence center, can be described as the activation pattern of brain neuronal bundles that have undergone cognitive-linguistic interpretation of the represented world.

[0135] Events interpreted linguistically in this way guide people to make decisions and take actions based on advantages and disadvantages, likes and dislikes. This is also accumulated as past memories and influences decision-making strategies in similar situations in the future. Furthermore, because humans are capable of abstracting events through language, they can understand not only the phenomenal events themselves but also the underlying laws behind them, and demonstrate the ability to apply these abstracted laws to slightly different situations.

[0136] Within this context, the intelligence center is the most crucial area for the formation of abstract, linguistic self-awareness, and the world represented by this core consciousness stimulates the emotional granularity domain within the intelligence center. Here, emotional granularity refers to the ability to "sophisticately and delicately identify complex and diverse emotional stimuli and name them in emotional language" as a linguistic form of the emotions (affects) that humans feel.

[0137] Emotional granularity is a key element in how a particular individual emotionally processes events in the external world. Having "high emotional granularity" is defined as precisely perceiving and expressing physical emotional responses to external events in accurate language. This means understanding one's own physical state well, searching for appropriate language within a broad vocabulary and thought system, and feeling those emotions.

[0138] Individuals with a high level of emotional granularity can recognize specific events in emotional language without excessive or insufficient attention, thus possessing the ability to objectively perceive situations and take appropriate actions.

[0139] In this represented world, with the influence of emotional granularity as a background, the realms of rational language (words, vocabulary, logic) and attention (focusing, concentration, observation) come into play to clarify meaning. At this stage, events are interpreted by the richness of a person's vocabulary and logical abilities, but the level of clarification is determined by the combination of their ability to focus on the event without being distracted and to grasp subtle differences.

[0140] Furthermore, the rational language domain is biased towards a person's intellectual level, and the attentional focus domain operates in a biased manner towards pleasant and unpleasant emotional states, resulting in limitations that prevent one from seeing events in the external world as they truly are.

[0141] Concepts, whose meaning has been clarified in a limited way depending on intellectual level and emotional state, undergo another filtering process before the final decision on whether or not they are acceptable is made.

[0142] For example, this stage involves judging the accuracy of information in light of a person's accumulated personal history (experience and knowledge) throughout their life, the worldview and values ​​they have adopted (intentions and will), and the personality and attitudes formed during that process.

[0143] If a concept doesn't align with one's own knowledge or values, people may reject the information and try to find a new interpretation until they accept it. This mechanism can lead to people interpreting and judging things in a way that suits their own desires.

[0144] Of course, some people may modify their knowledge and values ​​without repeatedly reinterpreting the interpreted concepts until they fit their own thought system. This is likely because they possess advanced abstract thinking abilities based on extensive knowledge and experience, and metacognitive abilities that allow them to view events objectively without being swayed by their instinctive preferences or dislikes.

[0145] Metacognition means being aware of the flow of one's own thoughts.

[0146] For example, it refers to the ability to consider "why I'm angry right now" when anger escalates due to being mocked by someone, and then adjust one's judgment and actions accordingly.

[0147] Individuals who exhibit metacognitive functions are not solely focused on solving problems during learning. Instead, they examine whether their access process is appropriate and free of flaws. This is done in the rational language and attention domains mentioned earlier, during the meaning clarification and final acceptance stages. They check whether they are biased towards a single viewpoint or if there are logical errors in the interpretation process, and they can revise their knowledge and values ​​without selectively choosing only information that suits their preferences.

[0148] Acquiring such metacognitive abilities requires at least two essential conditions.

[0149] The first is a wealth of knowledge and experience to view an incident from various perspectives, and the second is the ability to observe an incident dispassionately without being swayed by one's own desires, which can be said to be a function that arises from the sophistication of emotional processing, that is, from a high level of emotional granularity.

[0150] Individuals possessing both of these qualities are capable of objectively interpreting a particular incident from diverse perspectives, possessing the flexibility (openness) to devise and select from multiple solutions without being constrained by personal biases, and engaging in metacognitive behavior.

[0151] Ultimately, the intelligence center, while being the core element of self-awareness composed of abstract language, also serves as a barometer for measuring its competence level. Its meaning is clarified by levels of vocabulary and word skills, logical ability, and focusing, concentration, and observation skills corresponding to emotional granularity. Through objective judgment via metacognitive ability, it is possible to adjust a biased worldview and expand knowledge.

[0152] The three stages (Level 3, 3 levels) of personality and values ​​relate to the characteristics of an individual, accumulated through life experiences in response to the external world via abstractly expressed self-awareness. Essentially, the survival instinct at the core consciousness level of Stage 1—that is, the will to keep the body alive in response to the external world—is expressed as the energy of "attachment to life" and, through the filter of accumulated personal characteristics (experience and knowledge, which can be called personal history), influences the main elements of Stage 3.

[0153] The three stages consist of a total of four modules (domains), with lower stages representing elements closer to the external world and higher stages representing elements closer to an individual's inner tendencies.

[0154] First, of the three stages, the role performance model explains an individual's psychobehavioral characteristics in relation to specific tasks sought in the external world. It is broadly a cycle consisting of achievement experience, achievement satisfaction, efficacy, interest, and practice, and the level of proficiency in role performance can be determined by the intelligence center.

[0155] The basic concept is a virtuous cycle in which the more successful experiences one has, the higher the satisfaction with those experiences, the greater the sense of efficacy and interest in the action, and naturally the ability to put that action into practice improves, thus positively influencing the successful experiences again.

[0156] However, this structure does not always operate the same way. The influence of other factors, such as a lack of perseverance (conscientiousness) or a lack of significant meaning in the action, can actually lead to the counterproductive effect of achieving satisfaction, resulting in a "mediocre" attitude that hinders interest and practical ability. The detailed process of such combinations of factors can be explained through an inductive list of 16 type-specific trait factors.

[0157] Furthermore, in the case of a role-performance module, it can be interpreted by assuming the most important role assigned to the individual in question.

[0158] For example, if the learner is a student, "schoolwork" would be a typical subject matter; if they are an office worker, it would be "work-related tasks"; and if they are a parent, it would be "parental roles."

[0159] Of the three stages, the interaction model represents individual attitudes corresponding to the role performance module and interpersonal relationships. Since the role performance module has multiple strata for various tasks, the interaction module can also be composed of multiple strata for specific tasks and people. However, the interaction module has the characteristic of having fewer strata than the role performance module.

[0160] The scope of interpersonal relationships associated with specific tasks is limited to, for example, family groups, friend groups, and workplace colleague groups. While there are differences in the patterns of models formed within each group, the variability is not as great as in the role-performance module. In other words, while the perceived achievements, satisfaction, and self-efficacy differ for learning tasks, child role tasks, and nurturing tasks, the interpersonal relationship characteristics shown with family, friends, and workplace colleagues show a certain degree of consistency.

[0161] The components of the interaction module include "emotional stability" resulting from the fulfillment of the need for recognition, "sensitivity (neuroticism)" resulting from innate tendencies and learned personal history, "perseverance (conscientiousness)," and "attitude towards tasks" and "forms of communication (communicative assertiveness)" created by friendliness towards others (affinity).

[0162] Emotional stability serves as an individual's psychological baseline and can influence the smooth functioning of the intelligence center, stability in interpersonal relationships, and consistency in task performance.

[0163] Furthermore, stability in interpersonal relationships is a positive factor in communication style (communication assertiveness), and consistency in task performance guides attitudes toward success-oriented work. These two factors recursively influence the level of practice and interest in role-performance modules, and ultimately act as the main factors in forming achievement experiences and satisfaction.

[0164] Similar to the role-performance module, the interaction module is greatly influenced by the intelligence center in the chain of interactions between its elements, and in a well-enlightened intelligence state, emotional stability, communicative polarity, sensitivity (neuroticism), patience (conscientiousness), and friendliness (affinity) are positively expressed.

[0165] Of the three stages, the self-trait model relates to the ego image imprinted on an individual's inner self through the repeated operation of the role-performance module and interaction module in response to the external world. It represents a "feeling about myself" that comprehensively combines attitudes in various tasks and interpersonal relationships, and can be composed of self-efficacy (confidence), self-affirmation, optimism, and proactivity.

[0166] Generally, when individuals consistently achieve successful outcomes in their primary role tasks, their sense of self-efficacy increases. This is linked to self-affirmation and optimism, which in turn are linked to proactivity and lead to "initiative in specific tasks." However, since the integrated map is centered on the student, it can be expressed as "initiative learning achievement experiences" and the resulting "learning initiative."

[0167] Although these two concepts are not included in any specific module on the integrated map, conceptually they can be considered components of the role performance module.

[0168] To elaborate, "leading achievement experience" refers to an achievement experience related to a task that one has taken the lead in, while the achievement experience in the aforementioned role performance module refers to an achievement experience related to a task from which leadership has been excluded. The reason for extracting the concept of leadership independently here is the importance of the enterprising model, which will be explained in the following table of contents. In summary, leadership is a characteristic that emerges when "the current me" and "the me I want to become in the future," that is, when growth goals are internalized. When this is combined with the outcome experience of a specific task, it is positioned as "leadership" in terms of personality and attitude, and this leadership again leads to self-developmental goal setting and practice for that task, making it an important element in the individual growth mechanism.

[0169] Of the three stages, the proactive model involves setting a "desired self" in contrast to "the current self," and then seeking and executing the necessary tasks to achieve that goal. Its beginning is the ability to objectively recognize the current state, which is seen as stemming from the ability and flexibility to objectify, which forms the basis for the emergence of metacognitive abilities within the intelligence center.

[0170] Objectification can be broadly divided into objectification of the situation (external) and objectification of oneself (internal), and this forms the basis for setting specific change goals and recognizing the need for change.

[0171] On the other hand, an instinctive attachment to life manifests itself as a person's curiosity (extroversion), which leads to a "sense of goals" about what one wants to gain, and together with a "recognition of the need for change," becomes the material for "specific change goals."

[0172] In this model as well, the role of the intelligence center is extremely important, as it greatly influences the level of goal awareness, the strength of the recognition of the need for change, and the precision and effectiveness of the specificity of the change goals.

[0173] As a result, the enterprising model of the integrated map is an inductive list of elements for the "actor," and the formation of "self-identity" from the role performance module to the enterprising module is seen as constituting the worldview, values, personality, and attitudes of a particular individual as a "conceptual ego."

[0174] Ego identity, a chronological synthesis of four modules structured in three stages, signifies a consistent identity with one's unique characteristics that distinguish oneself from others—that is, a stable recognition of "who I am." A healthy ego identity is seen as a state in which one maintains consistency in life without losing one's unique self, even amidst various roles, interactions with different people, and changing environments during the growth process.

[0175] In the integrated map, ego identity can be subdivided based on the aforementioned list of inductive factors into task performance in relation to the external world and the resulting psychological and behavioral characteristics.

[0176] Specifically, it can be described as the sum total of "myself," which is consistently constructed in line with past, present, and future life experiences, encompassing a specific individual's level of role performance in various tasks, corresponding personal attitudes and interpersonal relationship characteristics, self-perception accumulated through the repetition of these processes, and goal-oriented tendencies and behavioral characteristics.

[0177] Looking at metacognition, which has four stages (Level 4, 4 levels), the metacognitive ability expressed by the highly developed intelligence center function forms the existence of another self that observes the real self, that is, a higher self, as "the act of examining one's own thought process."

[0178] The higher ego observes the needs and desires of the actual ego, exploring the reasons behind those needs and what I truly desire. This process is directly applied to my own actions, as I grapple with whether my actions stem from my intentions, where the root of those desires lies, or whether they were influenced by someone else if not my intentions, and establish my own standards. This manifests as a will to break free from a life dictated by others and forge my own path, becoming the source from which the "sense of ownership of my life" awakens. This connects to the goal consciousness and individuality (subjectivity) of the enterprising module in the three stages, and acts as a catalyst for enabling the working ego and conceptual ego to function.

[0179] When the will to distinguish between oneself and others and to live one's true life is expressed, the higher ego attempts to step back from the immediate needs demanded by the actual ego and observe and judge objectively. This leads to a tendency to avoid being immediately swayed or reacting to immediate pleasure or displeasure, or advantage or disadvantage, and to make choices that are suitable for one's life in the long term.

[0180] This is possible because, unlike the present-day self which interacts with the real world, the higher self is free from the constraints of time and space. The real self is always bound by time and can only act according to the needs of the material system, but the higher self, which exists in the consciousness of abstract language, is a consistent existence that spans past, present, and future. Therefore, it can choose its actions with a long-term perspective, which is precisely the foundation that guides the quest for the true self.

[0181] And by exploring what my true self, unbound by reality, truly desires, and by seeking the meaning and true nature of my existence from that desire, I gain the power to integrate the ego identity, formed in three stages (personality and values), into a complete form, that is, a form with firm consistency.

[0182] The harmony between the personal ego and the social ego, which has five stages (Level 5, the fifth level), can be seen as follows:

[0183] Individuals who successfully complete the process from stage 1 to stage 4 and form a healthy ego identity will grow into proactive agents who design their own lives and move towards their goals.

[0184] The next area focuses on the subject, which functions fully in harmony with the social self, not merely for personal gain but also oriented towards its own value and purpose in life through contributions to the social community. This means acquiring a holistic self, a term contrasted with the subject, and expanding the scope of "I" beyond the physical and existential self to include family, gender, generation, local community, nation, and even the international environment and global ecosystem (for example, areas such as the protection of endangered animals and concern for the climate crisis). This involves developing a mindset of thinking of others as "myself" and acting accordingly.

[0185] The six stages relate to the pursuit of the cosmic self from the completed ego, and are areas not included in the integration map.

[0186] The six stages of the pursuit of the completed self into a cosmic self involve the fusion of the subjective self and the holistic self, and the task of being reborn into a cosmic-dimensional being that transcends the Earth's ecosystem. This self, extended to the Earth's ecosystem, embraces not only humanity but also the entire Earth, including plants and animals, its history, and its future. Ultimately, this leads to considering the meaning of existence in the universe, transcending the distinction between living and non-living things, and to discovering one's own value.

[0187] The achievement of this stage can be described in a religious sense as reaching the state of sainthood, a state of liberation achieved by shedding the ego, or a state of enlightenment where the self and the thing become one.

[0188] The six stages of human mental processes described above systematize the perspective of human thought, which was previously considered intangible, through the methodologies of natural and social sciences. Beginning with the human being as a biological entity, the process progresses to the birth of consciousness through abstract language function, the mechanism of the intelligence center, the characteristics of personality and values ​​composed of the accumulation of knowledge and experience, the realm of metacognition and the establishment of ego identity that elevates these processes to a higher level, and finally to completion as a subject, leading to overall completion. This process connects themes from natural science, social science, and philosophy in a single flow, and through this integrated map, it can be used not only for learner management but also as core business content applicable to management for the general public at every stage of life.

[0189] Figures 19 and 20 are diagrams illustrating one example of the process of reconstructing a psychological trait test based on Figures 8 to 18 and intuitiveizing management methods.

[0190] First, it's important to note that the integrated map, which is composed of cognitive science theories and an inductive list of 16 types of key learning psychological factors, has factors positioned at each stage, and each of the 16 types is assumed to have its own unique characteristic pattern.

[0191] In contrast, psychological test questions can be created based on the factor definitions within the integrated map. A learning psychological characteristics test created in this way can predict the test subject's type by comparing it to specific types of unique characteristic patterns. At the same time, each factor can be defined as a reference variable within the computer system, improving the intuitiveness of the learning management method.

[0192] For example, if we define the codes assigned to the inductive list of the three main types of learning psychological factors shown in Figure 19 as A-aaa, A-acs, and A-bcc (each letter assigned according to its position and characteristics), and define the corresponding factors in the integrated map (CUBE Map) as B-34a-a, B-34b-a, B-41d-d, and B-41a-c, then we can construct a psychological test to measure each factor.

[0193] Subsequently, as shown in Figure 20, the most similar pattern among the 16 types is found based on the test results of the person being tested, and they are classified into a specific type. At this time, based on the connectivity between the factors addressed in advance in the management provision method, the necessary improvement items for the person being tested can be selected and presented in a graphical form (tree structure).

[0194] This method provides learning managers with the convenience of intuitively selecting and implementing management delivery methods, as it includes more comprehensive information than relying on existing texts to guide management delivery methods, such as correlations and causal relationships between key learning psychological factors within a particular type.

[0195] Figures 21 to 23 are diagrams illustrating an embodiment of the learning management guide according to the present invention.

[0196] Figure 21 presents a fragmented example of a management guide for a specific type of student. For instance, in a tree structure inductively listing the three main characteristic factors, it is possible to reconstruct the three main characteristic factors on an integrated map basis and then provide a guide for the three types of learning management.

[0197] Figure 22 presents a comprehensive learning management guide after assuming that a specific type of state has been resolved. For example, it can be used to inductively list three types of key characteristic factors in a tree structure, and then, after reconstructing the key characteristic factors such as three types, two types, and one type on an integrated map base, it can provide an integrated learning management guide for three types, two types, and one type.

[0198] Ultimately, as shown in Figure 23, the orientation points for learning management for each type can be integrated into a single map, and as described in this invention, learning management based on this integrated map can become the ultimate orientation point in the field of learning-related management.

[0199] Figures 24 to 26 are diagrams showing examples of type-specific guides based on Figure 18.

[0200] Figures 24 to 26 extract the main characteristic factors and their relationships for each type from the integrated map. In explaining Figures 24 to 26 below, a thin solid line around each item indicates that the item is functioning very well; a thin dotted line indicates that it is functioning somewhat well; a thick dotted line indicates that the function is poor and having a negative impact; and a thick solid line indicates that the function is very poor and having a significant negative impact.

[0201] Referring to this, if we look at type 1, as shown in Figure 24, we can see that 1) the functions of the intelligence center are working brilliantly, and 2) they possess objectively refined abilities through the acquisition of various kinds of knowledge.

[0202] Furthermore, smooth intelligence center activities lead to 3) positive learning achievements, which in turn increases 4) satisfaction and a sense of efficacy, which in turn leads to 5) active interest in and practice of learning, thereby promoting the growth of the intelligence center.

[0203] 6) Self-affirmation and confidence accumulated through successful performance experiences 7) aid in flexible thinking, which, in conjunction with objectivity skills 8) stimulates improvement in metacognitive skills.

[0204] 8) Metacognitive ability to observe situations 9) explores a long-term future of observing oneself 10) helps to form a healthy ego identity, and together 11) a true sense of purpose derived from an active life 12) has a positive impact on proactivity and proactive achievement experiences 13) creating a virtuous cycle that fosters a proactive attitude in learning methods.

[0205] Referring to Figure 25, we can see that the three types are: 1) the basic functions of the intelligence center are working without problems, which in turn leads to 2) good achievements in learning, and 3) confidence and learning efficacy can further lead to 4) an interest in and practice of learning.

[0206] However, in terms of study methods (intelligence center), 5) they rely on others for the function of comparing and contrasting knowledge, 6) they lack experiences of achieving learning success through leadership, which results in 7) immature objectification skills, 8) difficulty in objectively recognizing themselves and their situation, and 9) they are unable to come up with concrete improvement plans on their own.

[0207] This leads to 10) the loss of a sense of ownership and a lack of individual subjectivity, and in learning-led situations, 11) a tendency to repeatedly engage in learning that is dependent on others.

[0208] Referring to Figure 26, we can see that the four types are: 1) The intelligence center functions reasonably well, but 2) dissatisfaction with learning achievements and a sense of debt to parents lead to 3) a narrow perspective on problems, 4) a strong desire for learning achievements and good practical skills, but 5) rigid thinking prevents full absorption of knowledge, resulting in poor performance compared to study time, which leads to 6) decreased self-confidence, self-disappointment, and negative thinking, and 7) a passive attitude, which reinforces the rigid thinking that reappears in the intelligence center (5).

[0209] Ultimately, 8) pressure and stress on learning achievement bury students in 5)9) the reality they take for granted, 10) preventing them from having the opportunity to explore their true selves and leading to the formation of an unhealthy sense of self.

[0210] Therefore, as a way to address these problems, we can present a management guide for learning management.

[0211] The learning manager management method and platform based on the cognitive science theory-based consciousness integration map described above can be implemented as computer-readable code on a computer-readable recording medium.

[0212] Here, computer-readable recording media include all kinds of recording devices on which data to be read by a computer system is stored. For example, computer-readable recording media may include ROM, RAM, CD-ROM, magnetic tape, floppy disk, optical data storage devices, and the like.

[0213] Furthermore, computer-readable recording media can be distributed across computer systems connected to a network, allowing them to store and execute computer-readable code in a distributed manner.

[0214] Furthermore, functional programs, code, and code segments for embodying the present invention can be easily inferred by programmers in the technical field to which the present invention belongs.

[0215] Furthermore, a person skilled in the art will understand that such a technical configuration of the present invention can be implemented in other specific forms without altering the technical idea or essential features of the present invention.

[0216] Therefore, the embodiments described above should be understood to be illustrative in all respects and not limiting. [Explanation of Symbols]

[0217] C: Manager Terminal S: Management Server 100: Learning Manager Management Platform 110: Integrated Map Block 111: 1st layer 112:Second layer 113: 3rd layer 114: 4th layer 115: 5th layer 120: Learning Management Provision Block [Prior art documents] [Patent Documents]

[0218] [Patent Document 1] Publication No. 10-2024-0006317 of the Patent Application of the Republic of Korea

Claims

1. A management server, Online network and A learning manager terminal for a learning manager that communicates with the management server via the aforementioned online network and manages the learning of learners, In a system having, A method for providing the learning manager with a learning management guide specifically tailored to the learners, The management server reverse-engineers the type-specific psychological characteristics of the learners obtained from the learning manager terminal via the online network, and confirms the integrated map confirmation step of a multi-layered platform diagrammed based on cognitive science theory. The management server reconstructs the psychological characteristics test based on the integrated map and transmits it to the learning manager terminal via the online network; the manager terminal then analyzes and processes the results of the psychological characteristics test of the learner obtained via the online network, creates a learning management guide linked to the psychological characteristics factors, and processes and diagrams the learning management guide in a way that is visually intuitive; The management server transmits the diagrammed learning management guide to the learning manager terminal via the online network in a learning management guide provisioning stage, A method for providing this.

2. The aforementioned integrated map is A psychological trait extraction step in which psychological trait factors related to learning are extracted from the aforementioned group of students who are the target of learning, The psychological trait grouping stage involves grouping the aforementioned psychological trait factors into type groups, The methodology definition stage defines management methodologies for each of the aforementioned type groups, The inductive listing stage involves assigning weights to the measured values ​​for each type group and inductively listing the psychological trait factors, The integrated map construction stage involves constructing an integrated map based on the relationships obtained by inductively listing the aforementioned type groups, The method according to claim 1, characterized in that it is manufactured through

3. The aforementioned integrated map verification stage is, The method according to claim 2, characterized in that it includes an integrated map reconstruction step of visualizing and reconstructing the psychological characteristics factors for each type group into a type group map.

4. The diagramming stage of the learning management guide is as follows: The characteristic factor variable definition stage defines characteristic factor variables according to the psychological characteristic factors of the aforementioned type group, A characteristic factor variable mapping step is performed to map the aforementioned characteristic factor variables to the aforementioned type group map, The method according to claim 3, characterized by comprising a psychological trait test reconstruction step of reconstructing a psychological trait test that measures psychological trait factors based on the aforementioned type group map.

5. The diagramming stage of the learning management guide is as follows: Based on the results of the psychological trait test reconstructed in the aforementioned psychological trait test reconstruction stage, a type determination stage is performed in which the type is determined based on the measured values ​​for each psychological trait factor, The type group map retrieval stage involves calling a type group map corresponding to the type determined in the type determination stage, The connectivity confirmation stage involves confirming the connectivity of the psychological characteristic factors in the aforementioned type group map, A selection step for improvement items, in which improvement items for the learning target are selected based on the connectivity of the aforementioned psychological characteristics factors, The method according to claim 4, further comprising a step of visualizing and diagramming the aforementioned improvement items in an intuitive manner.

6. The aforementioned stage of providing the learning management guide is, The first stage is the provision of a guide, which provides a learning management guide for a specific type. The method according to claim 5, characterized by comprising: a second stage of providing a guide, which, after assuming that a specific type of state has been improved, provides a learning management guide for other types in combination.

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