Reading learning materials and Reading Learning Methods Using the same

Abstract

The present invention relates to a reading learning material comprising: an encounter learning unit for a learner to acquire knowledge related to a target booklet before reading the target booklet; a reading learning unit for organizing the content of the target booklet acquired by the learner during the process of reading the target booklet after the learner has read the target booklet; and an expression learning unit for the learner to write the content of the target booklet organized through the reading learning unit. The invention can provide a reading learning material capable of conducting efficient reading learning and a reading learning method using the same.

Description

Technology Field

[0001] The present invention relates to a reading learning material and a reading learning method using the same, and more specifically, to a reading learning material capable of conducting efficient reading learning and a reading learning method using the same. Background Technology

[0002] Reading serves as a turning point in life, allowing one to indirectly experience a new world they did not know through books, vicariously experience things they wanted to try, and acquire new values ​​and perspectives on life.

[0003] Furthermore, reading acts as an excellent catalyst that stimulates a reader's curiosity and fosters imagination, and the rich imagination acquired from childhood is of great help in a child growing up to become a creative individual.

[0004] Moreover, recent university admission guidelines indicate that essay writing—which requires organizing one's thoughts in writing—is a major factor in evaluation; this reflects the society's desire for individuals with rich vocabulary and expressive skills, which are primarily acquired through reading.

[0005] Accordingly, recently, there has been growing interest in education aimed at fostering reading activities and providing reading comprehension training that enables students to reconstruct and analyze the content of texts read to understand the author's intentions, arguments, and logic within the text, thereby enabling them to acquire the ability to logically articulate on any given topic.

[0006] In the following, the entire process of reading comprehension and essay writing training through the aforementioned reading is referred to as reading education.

[0007] As an example of the aforementioned reading education, recently, methods that induce reading comprehension training—such as writing book reports or reading letters after engaging in reading activities using the internet—are being implemented both online and offline.

[0008] However, during the process of conducting the aforementioned reading education, there are frequent instances where reading comprehension or writing skills, such as writing book reports or reading letters, are not carried out smoothly despite having read. This is because the content read is not well organized in the mind. If the content read is not well organized in the mind, interest in reading decreases, leading to giving up on reading the passage to the end, or even if one manages to read it, there are many cases where one does not know what was read.

[0009] Accordingly, training to organize the content of sentences while reading is necessary; however, to carry this out systematically according to the learner's condition, assistance from reading education experts is required, which presents the problem of incurring a burden of cost and time.

[0010] In order to solve these cost and time issues, parents and others sometimes conduct reading education themselves. However, they face difficulties in reading education because there are no learning materials that systematically guide or instruct whether the learner has fully grasped the content of the text they have read, or if they have not, what methods to use to help them grasp it fully.

[0011] Meanwhile, numerous online learning methods have been proposed that allow reading education to be received from experts. For example, Patent Publication No. 2001-0088638 provides a level display means that indicates the level of reading ability of each subscriber and instructor, along with assigning a unique character to each subscriber and instructor. This allows the subscriber's reading level to be identified immediately, making reading guidance easier. At the same time, by enabling real-time input and output of questions, answers, and homework, a realistic cyber study room can be provided to enhance reading ability.

[0012] Furthermore, Patent Publication No. 10-2009-0003081 provides reading members with a web-based reading education infrastructure, offering an environment where they can engage in reading and related essay writing, presentation, and discussion. It also enhances the members' expression and communication skills by providing an environment that allows for external verification through the assignment of creativity levels, in addition to evaluating the reading education process.

[0013] However, while the aforementioned reading learning methods provide content for diverse reading activities and aim to evaluate reading ability, they fail to improve reading indices or motivate learning. Consequently, despite the fact that the aforementioned infrastructure is unable to provide practical online reading service support, companies developing and operating online reading guidance sites are currently unable to present solutions to these fundamental problems. Prior art literature

[0014] Korean Registered Patent 10-2594723 The problem to be solved

[0015] The purpose of the present invention is to provide a reading learning material capable of conducting efficient reading learning and a reading learning method using the same.

[0016] The objectives of the present invention are not limited to those mentioned above, and other unmentioned objectives will be clearly understood by those skilled in the art from the description below. means of solving the problem

[0017] To solve the aforementioned problem, the present invention provides a reading learning material comprising: an encounter learning unit for a learner to acquire knowledge related to a target booklet before reading the target booklet; a reading learning unit for organizing the content of the target booklet acquired by the learner during the process of reading the target booklet after the learner has read the target booklet; and an expression learning unit for the learner to write the content of the target booklet organized through the reading learning unit.

[0018] Furthermore, the present invention provides a reading learning material comprising: a meeting learning section provided by an instructor, comprising a book-related knowledge exploration display area for exploring basic knowledge related to the target book; a vocabulary box display area for the learner to perform composition using the core vocabulary selected by the instructor in the target book; and an explanation display area for the author and cover provided by the instructor for exploring the author and cover of the target book; additionally, the reading learning section comprises a semantic reading display area for the learner to write vocabulary acquired while reading the target book and feelings derived from the acquired vocabulary on an expression map; and a literacy test display area for testing the learner's understanding of the content included in the target book; and additionally, the expression learning section comprises a sentence creation display area for the learner to create sentences from the content of the target book organized through the reading learning section; and a paragraph creation display area for the learner to create paragraphs based on the sentences completed in the sentence creation display area.

[0019] In addition, the present invention provides a reading learning material in which the vocabulary box display area is used for the instructor to provide a definition of the core vocabulary and an exemplary composition related to the core vocabulary, and then the learner executes a composition related to the core vocabulary by referring to the definition of the core vocabulary and the exemplary composition; the meaning reading display area is used for the instructor to pre-select vocabulary acquired while reading the target booklet, formulate and provide a question using the acquired vocabulary, and the learner writes an answer to the question on the expression map, thereby writing the learner's feelings regarding the acquired vocabulary on the expression map; and the sentence construction display area is used for the learner to construct a sentence based on at least one of the contents organized in the meaning reading display area.

[0020] In addition, the present invention comprises the steps of: a learner logging into a learner terminal and an instructor logging into an instructor terminal; the instructor selecting content and a target booklet for the logged-in learner to perform reading training; displaying content regarding a "meeting learning section" related to the target booklet selected by the instructor on the learner terminal, and the learner acquiring knowledge related to the target booklet through the displayed content of the "meeting learning section"; after the learner has acquired knowledge related to the target booklet through the displayed content of the "meeting learning section", displaying the content of the target booklet on the learner terminal, and the learner reading the displayed content of the target booklet; after the learner has read the displayed content of the target booklet, displaying content regarding a "reading learning section" related to the target booklet selected by the instructor on the learner terminal, and the learner organizing the content of the target booklet acquired during the process of reading the target booklet through the displayed content of the "reading learning section". The method includes the step of, after the learner has organized the content of the target booklet acquired during the process of reading the target booklet, displaying the content of the "Expression Learning Section" related to the target booklet selected by the instructor on the learner's terminal, and the learner writing the content of the target booklet organized by the learner through the reading learning section using the displayed content of the "Expression Learning Section." The "Meeting Learning Section" includes: a book-related knowledge exploration display area provided by the instructor for exploring basic knowledge related to the target booklet; and a vocabulary box display area for the learner to execute composition using the core vocabulary selected by the instructor.The present invention provides a reading learning method provided by the instructor, comprising an explanation display area for the author and cover to explore the author and cover of the target book; additionally, the reading learning unit comprises a semantic reading display area for writing on an expression map the vocabulary acquired by the learner while reading the target book and the feelings derived from the acquired vocabulary; and a literacy test display area for testing the learner's understanding of the content included in the target book; and additionally, the expression learning unit comprises a sentence creation display area for the learner to create sentences from the content of the target book organized through the reading learning unit; and a paragraph creation display area for the learner to create paragraphs based on the sentences completed in the sentence creation display area.

[0021] In addition, the present invention provides a reading learning method wherein the vocabulary box display area is whereby the instructor provides a definition of the core vocabulary and an exemplary composition related to the core vocabulary, and the learner executes a composition related to the core vocabulary by referring to the definition of the core vocabulary and the exemplary composition; the meaning reading display area is whereby the instructor pre-selects vocabulary acquired while reading the target booklet, formulates and provides a question using the acquired vocabulary, and the learner writes an answer to the question on the expression map, thereby writing the learner's feelings regarding the acquired vocabulary on the expression map; and the sentence creation display area is where the learner creates a sentence based on at least one of the contents organized in the meaning reading display area. Effects of the invention

[0022] According to the present invention as described above, a reading learning material capable of conducting efficient reading learning and a reading learning method using the same can be provided.

[0023] More specifically, through the aforementioned meeting learning section, the learner can acquire knowledge related to the target booklet before reading the target booklet; and through the aforementioned reading learning section, the learner can organize the content of the target booklet acquired during the process of reading the target booklet after reading it; and additionally, through the aforementioned expression learning section, the learner can organize the content of the target booklet by creating sentences based on the content of the target booklet organized through the reading learning section and creating paragraphs based on the completed sentences, thereby providing a reading learning material and a reading learning method using the same. Brief explanation of the drawing

[0024] FIG. 1 is a diagram illustrating the composition of a reading learning material according to the present invention, and FIG. 2 is a diagram illustrating the state of selecting today's book to be studied through the reading learning material according to the present invention. FIGS. 3a to 3d are drawings for explaining a meeting learning unit according to the present invention. FIGS. 4a to 4c are drawings for explaining a reading learning unit according to the present invention. FIGS. 5a to 5c are drawings for explaining an expression learning unit according to the present invention. FIG. 6 is a block diagram illustrating the concept of an online reading learning system according to a preferred embodiment of the present invention, FIG. 7 is a block diagram illustrating the detailed configuration of the online reading learning system shown in FIG. 6, and FIG. 8 is a block diagram illustrating the configuration of a learner service module provided in the web server unit shown in FIG. 7. Specific details for implementing the invention

[0025] The advantages and features of the present invention and the methods for achieving them will become clear by referring to the embodiments described below in detail together with the accompanying drawings. However, the present invention is not limited to the embodiments disclosed below but may be implemented in various different forms. These embodiments are provided merely to ensure that the disclosure of the present invention is complete and to fully inform those skilled in the art of the scope of the invention, and the present invention is defined only by the scope of the claims.

[0026] Specific details for implementing the present invention will be described in detail with reference to the drawings attached below. Regardless of the drawings, identical reference numerals refer to identical components, and "and / or" includes each of the mentioned items and all combinations of one or more.

[0027] Although terms such as "first," "second," etc., are used to describe various components, it goes without saying that these components are not limited by these terms. These terms are used merely to distinguish one component from another. Therefore, it goes without saying that the first component mentioned below may also be the second component within the technical scope of the present invention.

[0028] The terms used herein are for describing the embodiments and are not intended to limit the invention. In this specification, the singular form includes the plural form unless specifically stated otherwise in the text. As used herein, "comprises" and / or "comprising" do not exclude the presence or addition of one or more other components in addition to the components mentioned.

[0029] Unless otherwise defined, all terms used in this specification (including technical and scientific terms) may be used in a meaning that is commonly understood by those skilled in the art to which the present invention pertains. Additionally, terms defined in commonly used dictionaries are not to be interpreted ideally or excessively unless explicitly and specifically defined otherwise.

[0030] Spatially relative terms such as "below," "beneath," "lower," "above," and "upper" may be used to facilitate the description of the relationship between one component and other components as illustrated in the drawings. Spatially relative terms should be understood as encompassing different orientations of components during use or operation, in addition to the orientations depicted in the drawings. For example, if a component depicted in a drawing is inverted, a component described as "below" or "beneath" of another component may be placed "above" of that component. Therefore, the exemplary term "below" may encompass both the lower and upper directions. Components may also be oriented in other directions, and accordingly, spatially relative terms may be interpreted according to the orientation.

[0031] Hereinafter, preferred embodiments of the present invention will be described in detail with reference to the attached drawings.

[0032] FIG. 1 is a diagram illustrating the composition of a reading learning material according to the present invention, and FIG. 2 is a diagram illustrating the state of selecting today's book to be studied through the reading learning material according to the present invention.

[0033] That is, referring to FIG. 2, it can be understood that the booklet "The Person Who Gathers Thoughts" was selected as today's book to be studied through the reading learning material according to the present invention. Hereinafter, today's book will be referred to as the "target booklet."

[0034] In the following, we will explain assuming that the booklet "The Person Who Gathers Thoughts" is being studied using the reading learning material according to the present invention.

[0035] Referring to FIG. 1, the reading learning material according to the present invention includes a meeting learning section (100) for the learner to acquire knowledge related to the target booklet before reading the target booklet.

[0036] FIGS. 3a to 3d are drawings for explaining a meeting learning unit according to the present invention.

[0037] Referring to FIG. 3a, the meeting learning unit (100) according to the present invention is a step of opening the learner's mind before the learner reads the target booklet, and the detailed configuration below is as follows.

[0038] More specifically, referring to FIGS. 3b to 3d, the meeting learning unit (100) according to the present invention includes: a book-related knowledge exploration display area for exploring basic knowledge related to the target book; a vocabulary box display area for selecting core vocabulary included in the target book and executing composition through the core vocabulary; and an explanation display area for the author and cover for exploring the author and cover of the target book.

[0039] At this time, since the above-mentioned meeting learning section is in a state before the learner reads the above-mentioned target booklet, the display area for the above-mentioned meeting learning section is provided by the instructor.

[0040] First, the above-mentioned book-related knowledge exploration display area can be understood as a step for exploring basic knowledge related to the basic word "thought" through the most basic word "thought," under the assumption that, for example, the "target booklet" according to the present invention is a "person who gathers thoughts."

[0041] Therefore, in the present invention, it can be understood that basic words in a target booklet are selected and basic knowledge related to the basic words is explored through the book-related knowledge exploration display area.

[0042] As another example, if we assume that the target booklet is a book related to the "creation of Hangeul," we can select "Hangeul" as the basic word and explore basic knowledge related to the basic word "Hangeul," such as "King Sejong."

[0043] At this time, as described above, since the above-mentioned meeting learning section is in a state before the learner reads the above-mentioned target booklet, the instructor selects the above-mentioned basic words, and the instructor can provide basic knowledge related to the above-mentioned basic words.

[0044] Next, the above vocabulary box display area can be understood as a step of executing composition through the core vocabulary, for example, under the assumption that the "target booklet" according to the present invention is a "person who gathers thoughts," using the core vocabulary words "thought," "organization," and "morning glow (sunset)."

[0045] Therefore, in the present invention, it can be understood that through the vocabulary box display area, an instructor selects key vocabulary from a target booklet and a learner performs composition related to the key vocabulary.

[0046] As another example, assuming the target booklet is a book related to the "creation of Hangeul," the core vocabulary can be selected as "famous sayings," "transformation arts," and "manuscripts," and compositions related to these core vocabulary can be executed.

[0047] At this time, the vocabulary box display area allows the instructor to provide a definition of the core vocabulary and an exemplary composition related to the core vocabulary, and then, by referring to the definition of the core vocabulary and the exemplary composition, the learner can execute a composition related to the core vocabulary.

[0048] Meanwhile, in the present invention, when an instructor provides an exemplary composition related to the core vocabulary, it is preferable that the exemplary composition is a sentence included in the target booklet.

[0049] In other words, by using sentences included in the aforementioned target booklet with the core vocabulary, the instructor can enable the learner to grasp in advance the association between the core vocabulary and the aforementioned target booklet.

[0050] In addition, the instructor may provide definitions for the core vocabulary, and through this, learners can improve their vocabulary skills by grasping the definitions of the core vocabulary, and furthermore, easily perform related writing using the core vocabulary.

[0051] In addition, as described above, since the above-mentioned meeting learning section is in a state before the learner reads the above-mentioned target booklet, the instructor may select the above-mentioned core vocabulary and provide definitions of the above-mentioned core vocabulary and exemplary compositions related to the above-mentioned core vocabulary.

[0052] Next, the description display area regarding the author and cover provides information about the author who wrote the text regarding the target booklet, for example, under the assumption that the "target booklet" according to the present invention is a "person who gathers thoughts," and also provides information about the author who drew the illustration included on the cover of the target booklet. By acquiring information about the author and cover of the target booklet through the description display area regarding the author and cover, the learner can be encouraged to learn when studying the target booklet.

[0053] Accordingly, in the present invention, the step of a learner acquiring information about the author and cover of the target booklet through the explanatory display area for the author and cover can be understood.

[0054] At this time, as described above, since the above-mentioned meeting learning section is in a state before the learner reads the above-mentioned target booklet, the instructor may write the description of the author and cover and provide information regarding them to the learner.

[0055] Thus, the reading learning material according to the present invention allows the learner to acquire knowledge related to the target booklet before reading the target booklet through the meeting learning section.

[0056] Meanwhile, in the present invention, through this meeting learning unit (100), the learner acquires knowledge related to the target booklet before reading the target booklet, and then the learner reads the target booklet.

[0057] Below, the following steps will be explained under the assumption that the learner has read the target booklet after acquiring relevant knowledge about the target booklet through the aforementioned meeting learning section.

[0058] In this case, the learner reading the target booklet may be reading the entire target booklet or reading up to a certain page designated by the instructor, and the present invention does not limit the area in which the learner has read the target booklet.

[0059] Continuing with reference to FIG. 1, the reading learning material according to the present invention includes a reading learning section (110) for organizing the content of the target booklet acquired by the learner during the process of reading the target booklet after the learner has read the target booklet.

[0060] FIGS. 4a to 4c are drawings for explaining a reading learning unit according to the present invention.

[0061] Referring to FIG. 4a, the reading learning unit (110) according to the present invention, as described above, has a step of organizing the contents of the target booklet acquired by the learner during the process of reading the target booklet after the learner has read the target booklet, and the detailed configuration below is as follows.

[0062] More specifically, referring to FIG. 4b and FIG. 4c, the reading learning unit (110) according to the present invention includes: a semantic reading display area for writing on an expression map the vocabulary acquired by the learner while reading the target booklet and the feelings through the acquired vocabulary; and a literacy test display area for testing the learner's understanding of the content included in the target booklet.

[0063] First, the above-mentioned meaning reading display area can be understood as a step in which the learner organizes feelings through acquired vocabulary, such as "grumpy uncle," "thought," and "small house," which the learner acquires while reading the "target booklet" according to the present invention, under the assumption that the "target booklet" is a "person who gathers thoughts."

[0064] At this time, the instructor selects vocabulary acquired while reading the above-mentioned booklet in advance, formulates questions using the acquired vocabulary, and then allows the learner to write answers to the questions on the expression map, thereby enabling the learner to write feelings using the acquired vocabulary.

[0065] For example, the instructor may formulate a question for Step 1 based on acquired vocabulary such as "Grumpy Uncle," asking "Write about Grumpy Uncle?" and the learner may write their feelings about this on the expression map.

[0066] In addition, the instructor may formulate a question for Step 2 based on acquired vocabulary such as "thought," such as "What kind of thoughts does Mr. Grumpy collect?" and the learner may write their feelings about this on the expression map.

[0067] In addition, the instructor may formulate a question for Step 3 based on acquired vocabulary such as "small house," asking "What does Mr. Grumpy do in the small house?" and the learner may write their feelings about this on the expression map.

[0068] At this time, as described above, regarding the meaning reading display area, the instructor may pre-select vocabulary acquired while reading the target booklet and provide questions using such acquired vocabulary, and the learner may write the answer to the question on the expression map, thereby allowing the learner to express the feeling derived from the acquired vocabulary on the expression map.

[0069] In the above meaning reading display area, if necessary, the learner can independently select vocabulary acquired while reading the target booklet and independently formulate questions using such acquired vocabulary, and by writing answers to the questions on the expression map, the learner can express the feelings derived from the acquired vocabulary on the expression map.

[0070] Next, the literacy test display area described above can be understood as a step for testing the learner's understanding of the contents included in the target booklet, for example, under the assumption that the "target booklet" according to the present invention is a "person who gathers thoughts."

[0071] At this time, the instructor can determine how well the learner understands the content included in the target booklet by formulating short-answer questions regarding the content included in the target booklet and allowing the learner to write answers to the short-answer questions.

[0072] Meanwhile, the literacy test display area according to the present invention has the following differences from the meaning reading display area.

[0073] That is, the above-mentioned meaning reading display area can be understood as a step in which the learner writes a feeling based on the acquired vocabulary, and the above-mentioned literacy test display area can be understood as a step in which an objective, short-answer type correct answer is written excluding feelings in order to judge the level of understanding.

[0074] Therefore, the above meaning reading display area may consist of multiple answers, but the above literacy test display area may consist of a single answer.

[0075] At this time, regarding the literacy test display area, for example, the instructor may ask the first question, "What is Mr. Grumpy's job?" which is content included in the target booklet, and the learner may write the answer "gathering thoughts" as the objective correct answer.

[0076] In addition, the instructor may ask a second question, which is included in the subject booklet, "How can Mr. Grumpy get thoughts into his backpack?" and the learner may write "He just needs to whistle" as the objective correct answer.

[0077] At this time, if the learner's answer in the literacy test display area is incorrect, that is, not the correct answer, the instructor can induce the learner to find the objective correct answer in the literacy test display area by having the learner read the target booklet once again.

[0078] In addition, when the instructor has the learner read the target booklet once again, the instructor may present the corresponding page of the target booklet, and by reading the corresponding page again, the learner can write the objective correct answer in the literacy test display area.

[0079] Meanwhile, if the learner's answer in the literacy test display area is incorrect, that is, not the correct answer, since the learner's answer in the meaning reading display area may be incorrect, then measures can be taken to allow the learner's answer in the literacy test display area to be reviewed again after the objective correct answer in the literacy test display area is induced by having the learner read the target booklet once again.

[0080] At this time, as described above, regarding the literacy test display area, the instructor may pre-select questions regarding the content included in the target booklet and provide such questions, and the learner may write the answer to the question, the objective correct answer, on the literacy test display area.

[0081] Thus, the reading learning material according to the present invention can organize the contents of the target booklet acquired by the learner during the process of reading the target booklet after the learner reads the target booklet through the reading learning section.

[0082] Continuing, referring to FIG. 1, the reading learning material according to the present invention includes an expression learning section (120) for the learner to write the contents of the target booklet organized through the reading learning section.

[0083] FIGS. 5a to 5c are drawings for explaining an expression learning unit according to the present invention.

[0084] Referring to FIG. 5a, the expression learning unit (120) according to the present invention, as described above, is a step in which the learner writes the contents of the target booklet organized through the reading learning unit, and the detailed configuration below is as follows.

[0085] More specifically, referring to FIG. 5b and FIG. 5c, the expression learning unit (120) according to the present invention includes: a sentence creation display area for creating a sentence from the contents of the target booklet organized through the reading learning unit; and a paragraph creation display area for creating a paragraph based on the sentence completed in the sentence creation display area.

[0086] First, the above sentence creation display area can be understood as a step in which the learner creates a sentence based on at least one of the contents organized in the above meaning reading display area.

[0087] For example, under the assumption that the "target booklet" according to the present invention is a "person who gathers thoughts," the learner can create a sentence, "Mr. Grumpy gathers important thoughts," based on the content "Mr. Grumpy's job is to gather thoughts" and "All thoughts are important," which are among the contents organized in the meaning reading display area.

[0088] In addition, the learner can create a sentence, "When the uncle whistles, the thoughts come into the backpack and go home together to rest for a while," based on the content "When the uncle whistles, the thoughts come into the backpack" and "The uncle organizes the collected thoughts in the small house and lets them rest for a while," which are among the contents organized in the meaning reading display area.

[0089] In addition, the learner can construct a single sentence, "Thoughts are planted in a flowerbed, and by the next morning, they bloom into flowers, become small grains, and spread far and wide," based on the content organized in the meaning reading display area, namely, "Thoughts planted in a flowerbed sparkle as special flowers the next morning" and "Thoughts that bloom into flowers become very small grains and are carried away by the wind."

[0090] In addition, the learner can construct a sentence, "The grain lands on people's foreheads and grows into new thoughts," based on the content "The small grain lands on people's foreheads and grows into new thoughts" and "The uncle confided a secret to me and left the scent of a flower of thoughts," which are among the contents organized in the meaning reading display area.

[0091] Meanwhile, as described above, regarding the meaning reading display area, the instructor may pre-select vocabulary acquired while reading the target booklet and provide questions using such acquired vocabulary, and the learner may write the answer to the question on the expression map, thereby allowing the learner to express the feeling derived from the acquired vocabulary on the expression map.

[0092] The sentence creation display area according to the present invention can be understood as a step in which the learner creates a sentence based on the content organized in the meaning reading display area.

[0093] However, as described above, the meaning reading display area allows the learner to, when necessary, for example, when it is determined that the learner's reading ability has improved, to independently select vocabulary acquired while reading the target booklet and to independently formulate questions using such acquired vocabulary, and by writing answers to the questions on the expression map, the learner can express the feelings derived from the acquired vocabulary on the expression map.

[0094] In this case, since the sentence creation display area is a step in which the learner creates a sentence based on the content organized in the meaning reading display area, both the meaning reading display area and the sentence creation display area can be understood as learning carried out under the learner's self-directed guidance.

[0095] That is, when the learner's reading ability is at a beginner level, the instructor can help the learner by having the learner write questions using the vocabulary acquired from the target booklet and the vocabulary acquired in the meaning reading indicator area, but when the learner's reading ability has improved, the learner can be encouraged to gradually self-directed learning by having the learner write questions using the vocabulary acquired from the target booklet and the vocabulary acquired in the meaning reading indicator area.

[0096] Next, the paragraph creation indicator area is a step for creating a paragraph based on the sentences completed in the sentence creation indicator area. For example, under the assumption that the "target booklet" according to the present invention is a "person who gathers thoughts," it can be understood as creating a single paragraph based on multiple sentences completed in the sentence creation indicator area.

[0097] That is, based on the first sentence, "The grumpy old man gathers important thoughts," the second sentence, "When the old man whistles, the thoughts enter his backpack and go home together to rest for a while," the third sentence, "The thoughts are planted in the flowerbed, and the next morning they bloom into flowers, become small grains, and spread far and wide," and the fourth sentence, "The grains land on people's foreheads and grow into new thoughts, and the old man confided this secret to me and left behind the scent of the flower of thoughts," you can complete your own paragraph as in Fig. 5c.

[0098] Thus, the reading learning material according to the present invention allows the learner to organize the content of the target booklet, which has been organized through the reading learning unit, by forming sentences from the content of the target booklet and creating paragraphs based on the completed sentences.

[0099] The reading learning material according to the present invention, as described above, is summarized as follows.

[0100] That is, the reading learning material according to the present invention comprises: an encounter learning section (100) for a learner to acquire knowledge related to the target booklet before reading the target booklet; a reading learning section (110) for organizing the content of the target booklet acquired by the learner during the process of reading the target booklet after the learner has read the target booklet; and an expression learning section (120) for the learner to write the content of the target booklet organized through the reading learning section.

[0101] At this time, the meeting learning section (100) includes: a book-related knowledge exploration display area provided by the instructor for exploring basic knowledge related to the target book; a vocabulary box display area for the learner to perform composition using the core vocabulary selected by the instructor in the target book; and an explanation display area for the author and cover provided by the instructor for exploring the author and cover of the target book.

[0102] Additionally, the reading learning unit (110) includes: a meaning reading display area for writing on an expression map the vocabulary acquired by the learner while reading the target booklet and the feelings derived from the acquired vocabulary; and a literacy test display area for testing the learner's understanding of the content included in the target booklet.

[0103] Additionally, the expression learning unit (120) includes: a sentence creation display area for the learner to create a sentence from the contents of the target booklet organized through the reading learning unit; and a paragraph creation display area for the learner to create a paragraph based on the sentence completed in the sentence creation display area.

[0104] Thus, the reading learning material according to the present invention allows the learner to acquire knowledge related to the target booklet before reading the target booklet through the meeting learning section, and also allows the learner to organize the content of the target booklet acquired during the process of reading the target booklet after reading the target booklet through the reading learning section, and additionally, through the expression learning section, the learner can organize the content of the target booklet organized through the reading learning section by forming sentences and creating paragraphs based on the completed sentences.

[0105] Hereinafter, a reading learning method using the reading learning material according to the present invention will be described.

[0106] FIG. 6 is a block diagram illustrating the concept of an online reading learning system according to a preferred embodiment of the present invention, FIG. 7 is a block diagram illustrating the detailed configuration of the online reading learning system shown in FIG. 6, and FIG. 8 is a block diagram illustrating the configuration of a learner service module provided in the web server unit shown in FIG. 7.

[0107] First, as illustrated in FIG. 6, an online reading learning system (20) according to a preferred embodiment of the present invention can be connected to a plurality of user terminals (10) through a communication network such as a wired or wireless internet. The user terminals (10) may be fixed terminals such as personal computers, or portable terminals such as mobile phones, smartphones, PDAs (Personal Digital Assistance), laptops, etc. These user terminals (10) are equipped with web browsers and can connect to the online reading learning system (20) using the web browsers.

[0108] The above user terminal (10) may be divided into a learner terminal (12) and a learning manager terminal (14). The above learner terminal (12) may refer to a terminal that logs into the online reading learning system (20) with the learner's account. Here, a learner may refer to a user receiving reading learning training provided by the online reading learning system, such as a student or a student at an academy.

[0109] That is, the learner terminal (12) may refer to a terminal of a student who performs reading training through an online reading learning system (20).

[0110] Additionally, the above-mentioned learning manager terminal (14) may refer to a terminal that logs into the online reading learning system (20) with the learning manager's account. In this case, the above-mentioned learning manager terminal may be referred to as an instructor terminal. The same applies hereinafter.

[0111] At this time, the above-mentioned learning manager may refer to a user who manages the learner's learning, such as a teacher or an academy instructor. That is, the learning manager terminal (14) may refer to a teacher's terminal that manages students who perform reading training learning through the online reading learning system (20).

[0112] The online reading learning system (20) can provide efficient online reading learning training services to learner terminals (12) connected via the internet, and can provide management services to learning manager terminals (14) so ​​that a learning manager can easily manage the learner's learning status and check the parts necessary for learning.

[0113] This online reading learning training system (20) may include a web server unit (100) and a database unit (200). The web server unit (20) and the database unit (200) may each be implemented on one or multiple terminals.

[0114] The above web server unit (100) connects with a user terminal (10) and classifies and registers them into a learner terminal (12) and a learning manager terminal (14), and can provide a reading learning service and a learner management service based on the reading learning material according to the present invention to the registered learner terminal (12) and learning manager terminal (14).

[0115] The above database unit (200) is linked with the web server unit (100) and can perform the function of storing base data for the service of the web server unit (100).

[0116] The detailed configuration of this online reading learning system (20) is shown in FIG. 7.

[0117] That is, as illustrated in FIG. 7, the web server unit (100) may include a member registration module (110), a login module (120), a content registration module (130), a learner service module (140), a learning manager service module (150), and a control module (101), etc.

[0118] The above control module (101) can control the mutual operation and overall data flow between each module (110~150) of the web server unit (100).

[0119] This control module (101) may be implemented as a standalone module as shown in FIG. 7 during actual implementation, but this is not a limitation, and depending on the implementation environment, the functions related to each module (110~150) in the control module (101) may be distributed and implemented among each module (110~150).

[0120] The member registration module (110) can perform the function of receiving registration information from a user terminal (10), that is, a learner terminal (12) or a learning manager terminal (14), granting a learner account or a learning manager account, and then storing the registration information in the member information database (210) of the database unit (200). Through this member registration module (110), the user can access the online reading learning system using the user terminal (10) and register as a member with a learner account or a learning manager account.

[0121] The registration information received by the above member registration module (110) from the learner terminal (12) may include learner personal information such as the learner's name, name, contact information, address, etc., learner account information such as the learner's ID (Identifier) ​​and password, organization information to identify the organization to which the learner belongs (e.g., school, academy, etc.), and the learner's subject grade (e.g., grade level, etc.).

[0122] The registration information received by the above member registration module (110) from the learning manager terminal (14) may include learning manager personal information such as the learning manager's name, name, contact information, address, etc., learning manager account information such as the learning manager's ID and password, organization information to identify the organization to which the learning manager belongs, and information on the learning manager's subject grade (e.g., which grade the teacher manages, etc.).

[0123] The login module (120) can perform the function of requesting login information from a user terminal (10), comparing the input login information with the corresponding registration information stored in the database unit (200), and logging in as a learner terminal (12) or a learning manager terminal (14) depending on whether they match. The login information may include the ID, password, organization information, etc. of the learner or learning manager.

[0124] Meanwhile, when the user terminal (10) is successfully logged in as a learner terminal (12) or a learning manager terminal (14), the login module (120) can transmit a message indicating that the user terminal (10) is logged in as a learner terminal (12) or a learning manager terminal (14), that is, a message indicating that the learner terminal (12) or the learning manager terminal (14) has connected, to the learner service module (140) or the learning manager service module (150).

[0125] The above message may include information on the learner's subject grade or the learning manager's managed subject grade. The learner service module (140) or the learning manager service module (150) becomes able to recognize the subject grade or managed subject grade of the currently logged-in learner or learning manager based on the subject grade or managed subject grade information included in the message transmitted from the login module.

[0126] Meanwhile, the learner service module (140) and the learning manager service module (150) can be implemented to be run through a web browser without installing a separate program, such as DirectX, on the learner terminal (12) and the learning manager terminal (14).

[0127] The learner service module (140) receives a message from the login module (120) indicating that the learner has logged in, and can provide reading training and learning services based on the reading learning materials according to the present invention, such as writing answers, writing sentences, and writing paragraphs, to the connected learner terminal (12), which are reading training suitable for the learner's subject grade.

[0128] The detailed configuration of the above learner service module (140) is illustrated in FIG. 8.

[0129] As illustrated in FIG. 8, the learner service module (140) may include a content selection module (142), an environment setting module (143), a reading training module (144), an answer module (145), a sentence and paragraph writing module (146), a learning status inquiry module (147), and a learner service control module (141), etc.

[0130] The interaction and overall data flow between each module (142~147) of the above learner service module (140) may be controlled by the learner service control module (141).

[0131] The content selection module (142) can perform the function of selecting content corresponding to the learner's subject grade. This content selection module (142) can display content corresponding to the learner's subject grade, select desired content from the displayed content, and display it on the learner terminal (12).

[0132] For example, in the present invention, through the content selection module (142), today's book, i.e., the target booklet as shown in FIG. 2, can be selected and displayed on the learner terminal (12).

[0133] Additionally, when content is selected by the content selection module (142), that is, when a target booklet is selected, the content selection module (142) can transmit information about the selected content to the reading training module (144).

[0134] That is, when today's book, i.e., the target book, as shown in FIG. 2 is selected through the content selection module (142), the content selection module (142) transmits information of the selected content, i.e., the content of the target book, to the reading training module (144), and the reading training module displays the content of the target book on the learner terminal (12), so that the learner can read the content of the target book.

[0135] In addition, the environment setting module (143) can perform the function of setting an environment for reading the selected content.

[0136] The above environment setting module (143) can display an environment setting user interface on a learner terminal (12) that allows selecting reading speed, graphics, etc., and can transmit the set content to a reading training module (144).

[0137] That is, selected content provided by the reading training module (144) is displayed on the learner's terminal, and the reading speed or graphics set by the environment setting module are applied to the reading training module, so that the learner can read the contents of the target booklet in the environment.

[0138] Additionally, the reading training module (144) extracts content selected by the content selection module (142) from the content database (220) of the database unit (200) and displays it on the learner terminal (12), and the learner can proceed with reading training according to the displayed content, for example, according to the content of the target book.

[0139] Meanwhile, the reading training module according to the present invention can not only display the contents of the target booklet as described above on the learner terminal (12), but also display the contents of the “meeting learning section” of FIGS. 3a to 3d based on the reading learning material of the present invention on the learner terminal (12).

[0140] That is, in the present invention, when the content selected by the content selection module (142) is extracted from the content database (220) of the database unit (200), the content regarding the "meeting learning unit" related to the selected content of FIGS. 3a to 3d is displayed on the learner terminal (12), and in a subsequent step, the content of the target booklet related to the selected content is displayed on the learner terminal (12), thereby allowing the learner to proceed with reading training by reading the content of the target booklet.

[0141] Additionally, the learner service module (140) provides an answer module (145) and a sentence and paragraph writing module (146) based on the reading learning material of the present invention after the reading training is completed.

[0142] More specifically, when the answer module (145) extracts the content selected by the content selection module (142) from the content database (220) of the database unit (200), it displays the content regarding the "reading learning unit" related to the selected content of FIGS. 4a to 4c on the learner terminal (12), thereby allowing the learner to write an answer related to FIGS. 4b and 4c as described above.

[0143] In addition, the sentence and paragraph writing module (146) can extract content selected by the content selection module (142) from the content database (220) of the database unit (200), and then display content regarding the "expression learning unit" related to the selected content of FIGS. 5a to 5c on the learner terminal (12), thereby allowing the learner to write sentences and paragraphs related to FIGS. 5b and 5c as described above.

[0144] When the answer provided by the above-mentioned answer module (145) is completed, the above-mentioned answer module (145) may store the result of the answer in the learning information database (230) of the database unit (200). The result of the answer may be retrieved later by the learner service module (140) or the learning manager service module (150).

[0145] Additionally, when the sentence writing and paragraph writing by the sentence and paragraph writing module (146) is completed, the sentence and paragraph writing module (146) may store the results of the sentence writing and paragraph writing in the learning information database (230) of the database unit (200). The results of the sentence writing and paragraph writing can be viewed in the future by the learner service module (140) or the learning manager service module (150).

[0146] These sentence and paragraph writing modules (146) can convert each character, such as Korean or alphabet characters, special characters, numbers, spaces, etc., that is sequentially input through the input section of the learner terminal (12) into 2-byte text and store it in the learning information database (230).

[0147] Additionally, the learning status inquiry module (147) can provide a learning status inquiry user interface that allows the learner terminal (12) to view the learner's learning status, i.e., learning results, such as answer results, results of writing sentences and paragraphs, the learner's correction results, attendance records, etc.

[0148] In the following, a reading learning method using a reading learning material according to the present invention is as follows.

[0149] More specifically, first, the reading learning method according to the present invention includes the step of a learner logging into a learner terminal and an instructor logging into an instructor terminal (S110). This can be referenced to the contents of FIG. 6 described above.

[0150] Next, the reading learning method according to the present invention includes the step of the instructor selecting content and a target book for the logged-in learner to perform reading training (S120).

[0151] This allows the instructor to select the content and target book for the learning training that the logged-in learner will perform through the content selection module (142) of the learner service module (140) of FIG. 8 described above, and further details will be omitted below.

[0152] Next, the reading learning method according to the present invention includes the step of displaying the content of the “meeting learning section” related to the target book selected by the instructor on the learner terminal (12), and the learner acquiring knowledge related to the target book through the displayed content of the “meeting learning section” (S130).

[0153] At this time, the above-mentioned meeting learning section (100) includes: a book-related knowledge exploration display area provided by the instructor to explore basic knowledge related to the above-mentioned target book; a vocabulary box display area where the instructor selects core vocabulary included in the above-mentioned target book so that the learner can perform composition using the core vocabulary; and an explanation display area for the author and cover provided by the instructor to explore the author and cover of the above-mentioned target book, and through this meeting learning section, the learner can acquire knowledge related to the above-mentioned target book, and since this is as described above, a detailed explanation below will be omitted.

[0154] This is such that when content is selected by the content selection module (142) of FIG. 8 described above, that is, when a target booklet is selected, the content selection module (142) transmits information of the selected content to the reading training module (144), and the reading training module can display the content of the “meeting learning section” of FIG. 3a to FIG. 3d, based on the reading learning material of the present invention, on the learner terminal (12). Since this is as described above, a detailed explanation below will be omitted.

[0155] Next, the reading learning method according to the present invention includes the step of, after the learner acquires knowledge related to the target booklet through the content of the displayed "meeting learning section," displaying the content of the target booklet on the learner terminal (12), and the learner reading the displayed content of the target booklet (S140).

[0156] This is such that when content is selected by the content selection module (142) of FIG. 8 described above, that is, when a target book is selected, the content selection module (142) transmits information of the selected content to the reading training module (144), and the reading training module displays the information of the content, that is, the content of the target book, on the learner terminal (12), thereby allowing the learner to read the content of the target book. Since this is as described above, a detailed explanation below will be omitted.

[0157] Next, the reading learning method according to the present invention includes the step of, after the learner has read the content of the displayed target booklet, displaying the content of the “reading learning section” related to the target booklet selected by the instructor on the learner terminal (12), and the learner organizing the content of the target booklet acquired by the learner during the process of reading the target booklet through the content of the displayed “reading learning section” (S150).

[0158] At this time, the reading learning unit (110) includes a meaning reading display area for writing on an expression map the vocabulary acquired by the learner while reading the target booklet and the feelings derived from the acquired vocabulary; and a literacy test display area for testing the learner's understanding of the content included in the target booklet. Through this reading learning unit, the learner can organize the content of the target booklet acquired during the process of reading the target booklet. Since this is as described above, a detailed explanation below will be omitted.

[0159] In the above-described answer module (145) of FIG. 8, when the content selected by the content selection module (142) is extracted from the content database (220) of the database unit (200), the content regarding the "reading learning unit" related to the selected content of FIG. 4a to FIG. 4c is displayed on the learner terminal (12), thereby allowing the learner to write an answer related to FIG. 4b and FIG. 4c. Since this is as described above, a detailed explanation below will be omitted.

[0160] Next, the reading learning method according to the present invention includes the step of organizing the content of the target booklet acquired by the learner during the process of reading the target booklet, displaying the content of the "expression learning section" related to the target booklet selected by the instructor on the learner terminal (12), and the learner writing the content of the target booklet organized by the learner through the reading learning section using the content of the displayed "expression learning section" (S160).

[0161] At this time, the expression learning unit (120) includes a sentence creation display area for the learner to create a sentence from the content of the target booklet organized through the reading learning unit; and a paragraph creation display area for the learner to create a paragraph based on the sentence completed in the sentence creation display area. Through this expression learning unit, the learner can write the content of the target booklet organized through the reading learning unit. Since this is as described above, a detailed explanation below will be omitted.

[0162] This is because the sentence and paragraph writing module (146) of FIG. 8 described above can display the content of the "expression learning unit" related to the selected content of FIG. 5a to FIG. 5c on the learner terminal (12) when the content selected by the content selection module (142) is extracted from the content database (220) of the database unit (200), thereby allowing the learner to write sentences and paragraphs related to FIG. 5b and FIG. 5c described above. Since this is as described above, a detailed explanation below will be omitted.

[0163] Meanwhile, although not shown in the drawings, the learning manager service module (152) according to the present invention may further include an editing module (not shown).

[0164] More specifically, the above-mentioned editing module can provide an editing user interface to the learning manager terminal that can load the results of the learner's sentence writing and paragraph writing on the web browser of the learning manager terminal (14) and perform editing on the loaded results.

[0165] At this time, the annotation user interface may display an annotation symbol selection section on one side that allows selecting annotation symbols.

[0166] Additionally, the editing module can select a specific character from the results of sentence writing and paragraph writing on the learning manager terminal (14), and if any one of the editing symbols is selected, the selected editing symbol can be displayed at the point where the selected character is placed.

[0167] Meanwhile, if there is a request to save the correction result from the learning manager terminal (14) after the correction is performed, the correction module can convert the correction result, that is, information including text and images, into an HTML file executable in a web browser and save it in the learning information database (230) of the database unit (200).

[0168] The above-mentioned saved correction result can be viewed on the learner terminal (12) through the learning status inquiry user interface provided by the learning status inquiry module (147) of the learner service module (140).

[0169] At this time, the learning status inquiry module can extract an editing result in HTML file format stored in the database unit (200) by the editing module according to a request from the learner terminal (12) and display it on the web browser of the learner terminal (12).

[0170] Through this editing function, learners can supplement their own shortcomings by comparing the text they wrote with the text written by the instructor.

[0171] Although embodiments of the present invention have been described above with reference to the attached drawings, those skilled in the art will understand that the present invention may be implemented in other specific forms without changing its technical concept or essential features. Therefore, the embodiments described above should be understood as illustrative in all respects and not restrictive.

Claims

Claim 1 A reading learning material comprising: an encounter learning section for a learner to acquire knowledge related to the target booklet before reading the target booklet; a reading learning section for a learner to organize the content of the target booklet acquired during the process of reading the target booklet after reading the target booklet; and an expression learning section for a learner to write the content of the target booklet organized through the reading learning section. Claim 2 In claim 1, the meeting learning section includes: a book-related knowledge exploration display area provided by the instructor for exploring basic knowledge related to the target book; a vocabulary box display area for the learner to perform composition using the core vocabulary selected by the instructor in the target book; and an explanation display area for the author and cover provided by the instructor for exploring the author and cover of the target book; additionally, the reading learning section includes: a semantic reading display area for the learner to write vocabulary acquired while reading the target book and feelings derived from the acquired vocabulary on an expression map; and a literacy test display area for testing the learner's understanding of the content included in the target book; additionally, the expression learning section includes: a sentence creation display area for the learner to create sentences from the content of the target book organized through the reading learning section; and a paragraph creation display area for the learner to create paragraphs based on the sentences completed in the sentence creation display area. Claim 3 A reading learning material according to claim 1, wherein the vocabulary box display area is where the instructor provides a definition of the core vocabulary and provides an exemplary composition related to the core vocabulary, and the learner executes a composition related to the core vocabulary by referring to the definition of the core vocabulary and the exemplary composition; the meaning reading display area is where the instructor pre-selects vocabulary acquired while reading the target booklet, composes and provides a question using the acquired vocabulary, and the learner composes an answer to the question on the expression map, thereby writing the learner's feeling through the acquired vocabulary on the expression map; and the sentence construction display area is where the learner constructs a sentence based on at least one of the contents organized in the meaning reading display area. Claim 4 A step in which a learner logs into a learner terminal and an instructor logs into an instructor terminal; a step in which the instructor selects content and a target book for the logged-in learner to perform reading training; a step in which the instructor displays content regarding a "Meeting Learning Section" related to the target book selected by the instructor on the learner terminal, and the learner acquires knowledge related to the target book through the displayed content of the "Meeting Learning Section"; a step in which, after the learner acquires knowledge related to the target book through the displayed content of the "Meeting Learning Section," the content of the target book is displayed on the learner terminal, and the learner reads the displayed content of the target book; a step in which, after the learner reads the displayed content of the target book, the instructor displays content regarding a "Reading Learning Section" related to the target book selected by the instructor on the learner terminal, and the learner organizes the content of the target book acquired during the process of reading the target book through the displayed content of the "Reading Learning Section". The method includes the step of, after the learner has organized the content of the target booklet acquired during the process of reading the target booklet, displaying the content of the "Expression Learning Section" related to the target booklet selected by the instructor on the learner's terminal, and the learner writing the content of the target booklet organized by the learner through the reading learning section using the displayed content of the "Expression Learning Section." The "Meeting Learning Section" includes: a book-related knowledge exploration display area provided by the instructor for exploring basic knowledge related to the target booklet; and a vocabulary box display area for the learner to execute composition using the core vocabulary selected by the instructor from the target booklet.A reading learning method provided by the instructor, comprising an explanation display area for the author and cover to explore the author and cover of the target book; furthermore, the reading learning section comprises a semantic reading display area for writing on an expression map the vocabulary acquired by the learner while reading the target book and the feelings derived from the acquired vocabulary; and a literacy test display area to test the learner's understanding of the content included in the target book; and furthermore, the expression learning section comprises a sentence creation display area for the learner to create sentences from the content of the target book organized through the reading learning section; and a paragraph creation display area for the learner to create paragraphs based on the sentences completed in the sentence creation display area. Claim 5 A reading learning method according to claim 1, wherein the vocabulary box display area is where the instructor provides a definition of the core vocabulary and provides an exemplary composition related to the core vocabulary, and the learner executes a composition related to the core vocabulary by referring to the definition of the core vocabulary and the exemplary composition; the meaning reading display area is where the instructor pre-selects vocabulary acquired while reading the target booklet, composes and provides a question using the acquired vocabulary, and the learner writes an answer to the question on the expression map, thereby writing the learner's feeling through the acquired vocabulary on the expression map; and the sentence creation display area is where the learner creates a sentence based on at least one of the contents organized in the meaning reading display area.

Images