Dictionary lookup learning materials and dictionary lookup learning method using said learning materials

Abstract

[Problem] To provide improved dictionary lookup learning materials and a dictionary lookup learning method that improve upon existing dictionary lookup learning methods utilizing Japanese language dictionaries and sticky notes, and are linked to digital technology in order to adapt to advances in educational digital transformation. [Solution] A vocabulary list table is used as a learning material to be used in a dictionary lookup learning method for increasing vocabulary and improving academic ability by referencing a dictionary, wherein: grid squares are provided; a vocabulary word has been entered into each grid square or a new word can be entered thereinto; and grid squares in which vocabulary words are entered that have been indicated as known by the learner through dictionary lookup or grid squares in which the vocabulary words that have been indicated as already known have been entered can be colored using colors corresponding to hues determined by the parts of speech of the vocabulary words indicated as known and to the learner's degree of understanding of the vocabulary words indicated as known, with greater brightness used for greater understanding, and greater colorfulness used for a higher degree of utilization corresponding to the learner's degree of utilization of the vocabulary words indicated as known.

Description

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

[0001] This invention relates to children's learning and education, and more particularly to teaching materials and methods for improving academic ability by fostering language ability (vocabulary), which is at the core of children's academic ability.

[0002] Traditional school education focused on developing language proficiency (vocabulary) through learning from textbooks. New words encountered were typically explained in context within the textbook, or students would consult school dictionaries to learn their definitions and example sentences. However, such vocabulary-building programs are heavily reliant on textbooks and differ from the innate vocabulary acquisition process of children. A child's natural vocabulary acquisition process builds upon vocabulary acquired through experience and existing "known words." Unfortunately, textbook editing in schools has not considered this perspective in vocabulary selection. Furthermore, despite dictionaries being a powerful vocabulary learning tool, the Ministry of Education, Culture, Sports, Science and Technology has not included "how to use a dictionary" as a means of vocabulary building in the curriculum guidelines, instead positioning it as a "reference skill."

[0003] In this context, vocabulary instruction for children was conducted by telling them that "reading books will increase their vocabulary" or "looking up difficult words in textbooks." In contrast to this type of instruction, the inventor of the present invention proposes and implements a dictionary-based learning method using a Japanese dictionary and sticky notes. This method aims to improve children's vocabulary by allowing them to access vocabulary information from a Japanese dictionary through an appropriate and rational learning process supported by educational and linguistic principles, thereby enabling children to acquire vocabulary proactively. This method has been popularized as a learning instruction method for elementary school students (see Non-Patent Documents 1 and 2).

[0004] In this learning guidance method, not only is a word that is an unknown word simply looked up in a dictionary to find its meaning, but by pasting a sticker on the dictionary with the word found in the dictionary written out as a known word, it is a learning guidance method in which children receiving learning guidance develop an interest in dictionary lookup and acquire the habit of actively conducting dictionary lookup on their own to increase the number of stickers. By reading the dictionary and looking for known words to read, through recognizing that unknown information is contained in the interpretations and usages of known words, it aims to deepen the understanding of words and arouse interest in other words. And children who have acquired such a habit not only increase their own vocabulary, but also develop an interest and concern from known words to other unknown words, expand their knowledge of words, and deepen their understanding of words, such as acquiring the habit of consulting encyclopedias and atlases. This guidance method is an excellent learning guidance method that can improve academic ability.

[0005] Recently, DX (Digital Transformation) has been affecting various social fields and making a great contribution to the efficiency and labor saving of society. However, there is a tendency to perceive that the academic and empirical knowledge cultivated in each field so far has become obsolete all at once. To overcome this, it is necessary to make efforts to incorporate the knowledge so far into the context of DX. The same is true in the education field. With the progress of Education DX, it is important to consider how to digitally implement the research findings of 150 years of school education. It is also necessary to use the dictionary lookup learning method as a method and teaching material related to digital technology. Also, in the dictionary lookup learning method, by combining stickers and a dictionary, it aims to improve children's academic ability. Although it is an excellent learning method, it is not directly related to digital technology. A large number of stickers pasted on the dictionary contribute to the improvement of children's learning motivation, but if the number of stickers becomes too large, it may interfere with the dictionary lookup work.

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

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

[0008] Patent No. 6034262

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

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

[0011] The dictionary-based learning method, which uses the above vocabulary list to increase vocabulary and improve academic ability by consulting a dictionary, is characterized by creating the vocabulary list in the following way. The method is as follows: 1. The learner makes a specific vocabulary word a known word by looking it up in a dictionary. 2. The learner searches the squares of the vocabulary list described above and identifies the square by finding the vocabulary word that was made known in the 1st step, or, if the vocabulary word cannot be found, places the vocabulary word recognized in the 1st step in a new square. 3. The learner colors the identified square or the new square containing the recognized vocabulary word in the 2nd step with a color whose hue is determined according to the part of speech of the vocabulary word, whose brightness corresponds to the learner's level of understanding of the vocabulary word, with higher brightness as the level of understanding increases, and whose saturation corresponds to the learner's level of use of the vocabulary word that was made known, with higher saturation as the level of use increases. The method is characterized by creating a vocabulary list in which vocabulary is written and the cells are colored in each step, and then repeating steps 1 to 3 sequentially to create a vocabulary list in which vocabulary is written and arranged, and the number of cells colored in the indicated color increases in accordance with the learner's learning progress.

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

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

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

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

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

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

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

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

[0020] Furthermore, as dictionary-based learning progresses, new vocabulary words are sequentially added to the vocabulary list, creating a list with an increasing number of colored squares, which similarly increases the children's motivation to learn. Moreover, by looking at the colored vocabulary list as teaching material, children can gain an overview of their own learning progress and acquire vocabulary, which serves as an opportunity for them to learn proactively.

[0021] Furthermore, by using the aforementioned vocabulary list instead of sticky notes, the disruption to dictionary lookups caused by attaching numerous sticky notes to a dictionary can be eliminated. In addition, the learning progress, which is the degree of vocabulary acquisition, is displayed in the vocabulary list using colors specified by the three attributes of hue, lightness, and saturation. This allows for visual recognition as well as reading with a colorimeter and linking it to digital technology. In particular, when the vocabulary list is displayed on a screen, it can be directly linked to digital technology.

[0022] A vocabulary list used as a dictionary-based learning material for students who have made progress in their studies. Another form of vocabulary list. A vocabulary list created using a vocabulary list that initially did not contain any vocabulary.

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

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

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

[0026] To create such a vocabulary list using a sheet of paper or similar material, one can use spreadsheet software to create grids using ruled lines, write the vocabulary in each cell, and then print out the vocabulary list. For the created vocabulary list 10, the grid 11 and the grid 13 containing the known words 14 can be colored using a Munsell color chart, which classifies and arranges the vocabulary two-dimensionally with lightness and saturation on the vertical and horizontal axes for each hue. The grids can then be colored using paints, crayons, pastels, or other coloring materials, selecting colors corresponding to the level of understanding and use of the vocabulary, or by pasting colored paper printed with the corresponding colors into the grids. Alternatively, when using the aforementioned spreadsheet software, the grid can be colored and then printed out. The above coloring process involves using a color chart with a hue of 5Y, for example, with Y (green) as the central hue for coloring adjectives, and comparing it with color charts of higher brightness as the level of vocabulary understanding increases, and higher saturation as the level of usage increases, to color the corresponding squares.

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

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

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

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

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

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

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

[0034] 10, 19, 20 Vocabulary List 11 Grid 12 Vocabulary 13 Grid (Colored) 14 Vocabulary (Known Words) 15 Grid (Uncolored) 16 Vocabulary (Unknown Words) 17 Grid (Vocabulary Not Listed) 21 Grid 22 Vocabulary 23 Vocabulary Listing Area 24 Area for Coloring (Uncolored) 25 Area for Coloring (Colored) 27 Grid (Vocabulary Not Listed)

Claims

1. A vocabulary list for use in a dictionary-based learning method that increases vocabulary and improves academic ability by using a dictionary, characterized in that it consists of a vocabulary list table in which a single word is written or can be newly written and placed in each square, and the squares in which the vocabulary that the learner has made known by using a dictionary are written, or the squares in which the learned words have been newly written and placed are colored with a hue determined for each part of speech of the learned word, a brightness corresponding to the learner's level of understanding of the learned word, with higher brightness as the level of understanding increases, and a saturation corresponding to the learner's level of use of the learned word, with higher saturation as the level of use increases.

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

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

4. A dictionary-based learning method for increasing vocabulary and improving academic ability by consulting a dictionary, comprising: a first step of making a specific word a known word by the learner looking it up in a dictionary; a second step of searching the cells of the vocabulary list described in any one of claims 1 to 3, and identifying the cell by finding the word that was made known in the first step, or, if the word cannot be found, writing and placing the word recognized in the first step in a new cell; and a third step of coloring the identified cell or the new cell in which the recognized vocabulary is written with a color that corresponds to the part of speech of the written vocabulary, the brightness corresponding to the learner's level of understanding of the written vocabulary, with higher brightness as the level of understanding increases, and the saturation corresponding to the learner's level of use of the vocabulary that was made known as a known word, with higher saturation as the level of use increases. A dictionary-based learning method characterized by creating a vocabulary list with vocabulary entries and colored squares at each step, and then repeating steps 1 to 3 sequentially to create a vocabulary list with new vocabulary entries and squares colored in a corresponding color to the learner's learning progress.

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

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

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