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全文

タイトル”Depiction of tagging for answers and describing flowchart”

To make environment for learners to answer the problem and for system to check
answers, we conducted research in two respects.

First,we proposed the way to compare the “tag” in the xml document and in the
learner’s answers and to judge the learner’s answers either correct or incorrect.

Because learner’s way of thinking to solve the problem is differ each other, the
answers are differ each other,too.

We provided a checkpoint which is the minimum numbers of syntaxes necessary for
operating learner’s programs to tag the point.

Second,we builded the system which describe the flowchart learners made.

Learners can click anywhere in the textbox and make or revise the process of
flowchart.

In future work,we must build the system to check answers learners made and think
of an good idea to offer to learners not only correct answer but also another advice.
1
 タイトル”Depiction of
tagging for answers and
describing flowchart”
 To make environment for
learners to answer the
problem and for system to
check answers, we
conducted research in two
respects.
 タイトルの単語は大文字
 depiction?フローチャート
を記述する？
 何を提案するかわからない
 学習者の解答と用意した解
答を比較する方法の提案
 問題に解答するための環
境？目的がほしい
 respectstって何？
 点、箇所という意味はある
けど
1
 タイトル”Depiction of
tagging for answers and
describing flowchart”
 To make environment for
learners to answer the
problem and for system to
check answers, we
conducted research in two
respects.
 A Suggestion for Method to
Compare Model Answer
with Learner’s Answer
 The purpose of study is
supporting for
understanding the merit of
program construction by
making flow chart. Our
system confirm whether
learner’s answer is correct or
not. Therefore, we suggest
system for confirming.
2
 First,we proposed the way to
compare the “tag” in the xml
document and in the learner’s
answers and to judge the
learner’s answers either correct
or incorrect.
 Because learner’s way of
thinking to solve the problem is
differ each other, the answers
are differ each other,too.
 We provided a checkpoint which
is the minimum numbers of
syntaxes necessary for
operating learner’s programs to
tag the point.
 タグと学習者の解答はレベル
が違う、比較する対象ではな
い

学習者の解答につけたタグと用
意した解答につけたタグを比較
 differは動詞

異なる、違う
 解答がみんな違うという設定
はおかしい


問題の解答だから、数はおさま
る
結局どうなったっけ？
 チェックポイントを提供？


Minimum number of syntaxes？
意味わからん
2
 First,we proposed the way to
compare the “tag” in the xml
document and in the learner’s
answers and to judge the
learner’s answers either correct
or incorrect.
 Because learner’s way of
thinking to solve the problem is
differ each other, the answers
are differ each other,too.
 We provided a checkpoint which
is the minimum numbers of
syntaxes necessary for
operating learner’s programs to
tag the point.
 The system tag a model answer
and learner’s answer, and
confirm by comparing the tag
of each answer in xml document.
 The tag setting does not
decided.
3
 Second,we builded the system
which describe the flowchart
learners made.
 Learners can click anywhere in the
textbox and make or revise the
process of flowchart.
 In future work,we must build the
system to check answers learners
made and think of an good idea to
offer to learners not only correct
answer but also another advice
 コンマの後は半角あける
 builded


buildの過去形はbuiltや！！
システムにbuildは使わないって
前に橋本さんが言ってたよな？
 proess of floatchart？
 textboxのどこでもクリックでき
るん？
 think of~

以前にthinkはよくないって住谷
が若松の訂正で言ってたよな？
 good ideaをofferするのにnot
only以下がわからない
3
 Second,we builded the
system which describe the
flowchart learners made.
 Learners can click anywhere
in the textbox and make or
revise the process of
flowchart.
 In future work,we must build
the system to check answers
learners made and think of
an good idea to offer to
learners not only correct
answer but also another
advice
 In addition , we construct
the environment that learner
could make flowchart freely.
 The tag setting and
implementation of this
system are the future work.
論文英語(背景)
〜これまでに得た系〜
 We previously reported that ～. :

われわれはこれまでに、～について報告した。
 Recently we reported that ～. :

最近われわれは、～について報告した。
 We have already evaluated ～. :

われわれはすでに、～について評価した。
 In earlier studies we presented evidence that ～.

初期の研究で、われわれは、～という証拠を示した。
 Our most recent evidence indicates that ～.

われわれの最新のエビデンスは、～であることを示している。
 Previous experiments by our group have shown that～.

これまでのわれわれのグループの実験は～を示した。
〜他の研究の引用系〜
 XXXさん proposed that ～.

XXXらが～を提唱されてきた。
 The paper by XXXさん et al. (2004)
clearly indicated that ～.

XXXら(2004)によるペーパーは、～で
あることを明確に示した。
 A number of studies has addressed ～.

多くの研究は～ということを書いて
いる。
 Several studies have reported that～.

多くの研究は～と報告している。
 Other studies have concluded that～.

他の研究は～であると結論した。
 Ample studies have demonstrated that
～.

～を論じた研究は充分ある。
 It has been proposed that ～.

～ということが提唱されてきた。
 It is presumed that～

～であることが推定されている
 Recent investigations have
demonstrated that ～.

最近の研究は、～であることを示した
〜わかっていない系〜

Little is know about ～.

～についてはほとんどわかっていない。

Little has been reported on ～.

Little s available on ～.

Not much is available on～.

Few reports are available on ～.


～に関する報告はほとんない。
～ is poorly understood, although several
mechanisms have been suggested.


The results of obtained so far are
controversial.


Few studies have focused on the changes
～.


～の変化に焦点を当てている研究はほ
とんどない。
～ has not been clarified.

～は明らかにされていない。

～ということは明確ではない。
～ is still incompletely understood.


これまで得られた結果には様々な報告が
あり、結論が得られていない。
It is not clear～.


～については、様々なメカニズムが示唆
されているが、ほとんど理解されていな
い。
～については、まだ完全にはわかってい
ない。
Because--- not ---, it is necessary to directly
determine the effect of ～

---されていないので、～の効果を直接決
定することが必要である。

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