JP4103996B2 - Personal learning support method and program for design or plant operation - Google Patents

Description

[0001]
[Technical field to which the invention belongs]
The present invention relates to a method for supporting technical acquisition. Specifically, the ability to identify and solve the problems encountered during the design of forging and injection molds and the operation of a nuclear power plant, either explicitly or unconsciously. The present invention relates to a method and a program for efficiently learning.
[0002]
[Prior art]
One of the foundations of manufacturing competitiveness is the machine tool industry and the mold industry. In particular, the mold industry is supported by the skills of highly skilled and skilled engineers. The technology possessed by skilled engineers related to the manufacture of molds is characterized in that the details of the design and the correspondence between the results are complex and difficult to grasp objectively, and that there are elements that can be acquired as skills.
[0003]
Due to the characteristics of this technology itself and the social situation that it is difficult to secure a young workforce while the aging of skilled engineers is rapidly progressing, it is difficult to pass on mold manufacturing technology, etc. The current situation is on the way.
[0004]
Here, the mold manufacturing technology is that the molds for each final product are specialized for each application, and the general mold design technology and the specific mold for a specific product. There is a big divergence from the design aspect. In addition, because the correspondence between the detailed items of the design and the results is complicated, it is difficult to grasp the correspondence relationship objectively, so there is a great discrepancy between knowledge useful in actual situations and general knowledge . Here, in actual design, the number of parameters that can be changed at the design stage is very large, and the parameters often depend on each other. In many cases, linear prediction such as interpolation and extrapolation is difficult between the parameters of the mold and the produced product. Furthermore, since a slight difference in parameters appears as a large difference, it appears that there is an element similar to a nonlinear optimization problem in a complex parameter space (hereinafter referred to as “nonlinear element”). Also, mold manufacturing technology is difficult to objectively grasp and communicate as knowledge, and it is an element that must be obtained through the actual molding process, in other words, its design and experience of making it concretely It contains elements that must be worn by doing (hereinafter referred to as “skilled elements”). In conventional general education (acquisition of general knowledge through books, uniform education through collective education, etc.), it is difficult to convey this knowledge because of this difficulty in communication. There is a problem that learning is difficult to learn through the experience. This is because even if an educator with sufficiently skilled technology educates, if the person receiving the education does not have a certain level of experience, he will not be aware of the significance and value of the content of the education, Even if it becomes a problem that it is easy to acquire all the time, it appears.
[0005]
In addition, in the technology in the field of mold manufacturing and the like, in addition to dealing with non-linear elements and acquiring technical elements, other elements support actual technical capabilities. It is an element that predicts a problem for a subject that cannot always be solved by past experience alone, or prevents the problem by itself, or solves the problem appropriately even if an unexperienced problem is encountered (hereinafter, It is called “New issue response capability”). Specifically, problems that may occur for inexperienced objects (for example, new types of processing materials, completely new processing shapes, or new processing methods) that must be included as technology advances. Appropriately predict and take proactive measures, or even come up with inexperienced problems, devise appropriate countermeasures by themselves, and work on those inexperienced targets to achieve their objectives This is done by each engineer consciously or unconsciously. This ability to respond to new issues forms the adaptability of each engineer to new technologies and specific missions together with the response to nonlinear elements and the acquisition of technical elements. The technology tends to become obsolete, especially in fields where technological development is thriving, only by learning past know-how and experience by imitating the results produced by skilled engineers and learning non-linear elements and technical elements. If you have mastered the ability to deal with new issues, you will be able to respond to changes in the situation and become true technical skills. In the past, each engineer has adapted and evolved his / her own technology in response to various technological developments and changes in the situation, but each engineer has a certain experience and OJT. (On the Job Training) etc., you have to acquire this “new problem response capability”, which takes a long time and is difficult to learn in a normal educational environment.
[0006]
Even in large-scale power generation or chemical plants including nuclear power plants, there are a large number of parameters that must be monitored or controlled during operation, and learning for efficient and safe operation is not easy.
In addition, as a part of the method of utilizing computers in the education field, there is a computer-based learning support method (CBT: Computer Based Training), and there is a method called e-learning in recent years (for example, in the field of mechanical technology). Patent document 1, Non-patent document 2 for financial field, Non-patent document 3 for IT field. In this method, a correct answer to a question is generally stored in advance in a computer, and a student inputs his / her own answer to the question in the computer. The computer determines whether or not the answer is correct with respect to the stored correct answer, displays the determination result, and teaches the correct answer to the student who makes an incorrect answer. As described above, in e-learning, a correct answer must be determined in advance, and as a premise, a question must be determined. In other words, there is a problem that the student cannot freely create a problem (question) that the student wants to set according to the situation. This appears to be a problem that the e-learning currently known cannot be expected to be effective in acquiring the ability to deal with new issues, no matter how elaborately the experience is simulated.
[0007]
Also, in e-learning, students are generally structured not to be able to refer to the results (answers) of themselves or others when a student tackles a new question, so the student does not rely on the memory of the student himself / herself. There is a problem of not getting.
[0008]
[Non-Patent Document 1]
Author unknown, “About Web Learning Plaza”, [online], date of publication unknown, search February 3, 2003, Internet <URL: http://murasaki.tokyo.jst.go.jp/cgi-bin/ user / information.pl>
[Non-Patent Document 2]
Author unknown, “Karashino Financial Easy Learning 3. Public Pension Web Learning Plaza”, [online], date unknown, February 3, 2003 search, Internet <URL: http: //www.saveinfo .or.jp / kinyu / elearn / q # nenki.html>
[Non-Patent Document 3]
Unknown author, unknown document name, [online], date of publication unknown, search February 3, 2003, Internet <URL: http://www.bizvalley.ne.jp/>
[0009]
[Problems to be solved by the invention]
The present invention aims to solve at least some of the problems described above.
[0010]
[Means for Solving the Problems]
The present invention uses, for example, a machining process calculation theory represented by plastic mechanics and the like, a numerical simulation technology based on a plant simulation theory, etc. It provides environment and plant operation experience environment, and supports student learning.
[0011]
That is, in the present invention,
A learning support method using a computer system having a computing unit capable of performing a simulation based on an answer to a setting item, a first storage unit, a second storage unit, and a student interface unit,
A first presentation step of presenting a part of the learning conditions stored in the first storage means to a student by the student interface means;
A first receiving step for receiving, by the student interface means, a question set by the student according to the presented learning condition;
A second accepting step of accepting an input value for a setting item corresponding to the question by the student interface means;
A simulation step in which the computing means performs a simulation based on the input value to obtain a current simulation result;
A second presentation step of presenting the simulation result to the student by the student interface means;
A storage step of storing the current simulation result in the second storage means;
A search step of searching for a thing similar to the current simulation result based on a certain condition from a past simulation result stored in the second storage means by the computing means;
A third presenting step of presenting the retrieved past questions and simulation results, the results of the current simulation, and the questions used therefor to the student by means of the student interface means;
A learning support method is provided.
[0012]
The above learning support method is performed by general engineers who are conscious of solving individual problems or unconsciously in trial and error in the situation where engineers develop and improve their skills and skills. This is a method for students to experience the elements (nonlinear elements, skill elements, ability to deal with new issues) that the engineer must acquire, among the work and work, which is systematically supported by a computer. It is a method that makes it possible to do. With this learning support method, students can recognize the existence of non-linear elements and how their skill elements are included, and set a study question (question) in such a situation. By answering this problem and solving it, you can learn the ability to respond to new issues efficiently and simply.
[0013]
For example, assuming that a certain press-molded product is produced from a plate material using a mold, the setting items include the pressing procedure, mold configuration (number of molds), mold shape, mold operating pressure, mold These are various items and design items such as the type of oil when pressing with a mold, the pressing temperature, the material of the plate material, and the plate cutting. In power plant operation, etc., the operation amount of power plant operation (for thermal power generation, fuel input amount, air input amount, fuel type, generated steam temperature and pressure, various parameters of turbine operation, etc.) Etc.). In any case, it is an item that is artificially set for the learning target. It should be noted that such setting items are usually intended to increase the educational effect by appropriately limiting the number of items so that the number of the items does not become too large for the purpose of education and training.
[0014]
The computing means that can perform simulation is to specifically process information by software using hardware so that numerical calculations of machining processes, plant operations, and other objects are performed using an appropriate numerical model. It is realized. For example, software that performs machining process simulation based on appropriate strength calculation, such as finite element method and boundary element method, and software that performs thermal model simulation, etc., perform numerical calculation using appropriate arithmetic means . Thus, an input value can be obtained directly or indirectly from the setting item, and a computer simulation can be performed using an appropriate numerical model for the object. For example, in the press work, if the setting items such as the specific shape and conditions of the mold etc. are defined, the details of the plastic deformation and elastic deformation of the material can be simulated, and the shape of the manufactured object It is possible to calculate with high accuracy whether the thickness is equal. In addition, in the power plant, what happens to the amount of power generation, temperature, pressure, medium flow rate, etc. in each place, or in the case of thermal power generation, how is the temperature and state of the boiler, turbine, and flue gas For example, it is obtained as data for each elapsed time. Since this simulation simulates an actual thing with high accuracy, it can be efficiently reproduced by a computer whether a non-linear behavior or a delicate behavior with respect to setting items appears in the real thing. A student can learn a non-linear element and a skill element by learning with the support by the learning support method which includes such a simulator in part.
[0015]
The first storage means is a storage device that can hold various models used for learning, learning conditions, setting items that can be input by students, materials necessary for simulation, data necessary for processing, etc. , RAM, hard disk, flash memory, etc.
Similar to the first storage unit, the second storage unit is an arbitrary storage unit used in the computer. It is only necessary to be able to store the associated data, and a storage device having an appropriate file structure that can be logically identified and a data file structure such as a relational database can be obtained.
The first storage means and the second storage means can be the same hardware by using an appropriate software method.
[0016]
The learning conditions generally include the purpose set for the student, the conditions and requirements that must be followed, the limitation of the range of specific objects that are the subject of learning, and the like. That is, the learning condition is a collective term for those that cannot be set by the learner. As an example, the learning condition may convey a learning restriction (time restriction, subject classification) to the learning condition. In another example, it may be a minimum required specification when an actual engineer works on a target, a target given externally, or the like (specific dimensional tolerance or quality pass / fail line). In another example, there are restrictions on the system (complexity that can be simulated, restrictions that prevent other options from being selected when the simulator can handle only press work, etc.). Can be included. In any case, for the student, the learning condition becomes a goal achieved in the learning, a requirement to be satisfied, or a constrained condition. In addition, not all of the learning conditions are presented to the student, and some learning conditions may be included that are not clarified to the student at all. This learning condition is that, when the actual engineer is processing the shape of a press mold and the processing object is a part, the part to be pressed is attached to the finished product. The shape can be compared with a target or condition required by others, or a realistic restriction imposed by the type of equipment owned. These learning conditions can range from those that are easy to achieve to the extent that there are no restrictions in view of the matters that students of this learning method should specifically consider, to those that are actually impossible to achieve or extremely difficult . Further, more practical goals can be included in the learning conditions (for example, cost, processing man-hours, processing tact, safety, durability, etc.). If the target is a plant state, for example, it can be a passing line of operating efficiency, but the method of determining the same is the same. Since the present invention is a learning support method, there are restrictions set to enhance the learning effect (for example, a restriction that prevents selection other than press work when learning press work, and answers within a certain period of time. Restriction) can be used as the learning condition. When presented with a part of the learning conditions in the first presentation step, the learner can use his / her own learning conditions if they include requirements or restrictions in order to achieve the learning conditions. Learning is performed, and if there are things whose learning conditions convey the goal, the student learns to achieve the goal. This learning condition does not necessarily define a pass / fail criterion or a correct / incorrect criterion for the responses of the students. It may be a learning condition in which there are various correct answers or a learning condition in which there is no correct answer in the existing theory. This is because it is one aspect of an engineer's ability to deal with various missions. In addition to learning conditions that are prepared and explicitly presented, learning conditions that exist implicitly in the middle of learning or learning conditions that were left unpresented (for example, system or software restrictions) ) And the like may also be presented for the first time when the condition is not met or when the condition is met. The learning conditions are presented to the student through the user interface. This presentation may be in a sentence composed of an appropriate character string or may be shown in a graphic form such as a design drawing.
[0017]
The user interface means includes output means such as a CRT or a flat panel display, and input means such as a keyboard, a pointing device, a touch panel, and a tablet.
[0018]
Here, in many cases, there are various approaches to achieving a given task in actual processing and operation. Skilled engineers demonstrate their technical capabilities, including nonlinear and technical elements, based on their past know-how, and ultimately fulfill their duties within the limits of knowledge, possessed equipment, costs, etc. Get a satisfactory solution. At this time, if it is a difficult object or an object that has never been experienced, it is various whether it is conscious or unconscious, but the examination problem is extracted and the optimal solution is given to the examination problem. We will implement it, confirm the results, and adapt our technology as needed to demonstrate our ability to respond to new issues.
[0019]
The step of accepting a question from a student in the learning support method of the present invention is as follows. Lottery This is an explicit step. Students are required to enter their questions. Participants create their own questions according to their learning conditions based on their own ideas (knowledge, experience, intuition, etc.). The questions are set directly or indirectly in relation to the setting items. This question is typically a text consisting of a character string, such as a question such as “Can a product shape of each specified dimension be produced?” Or “Find the limit value of the dimension of part A” or a command sentence, etc. is there. An appropriate purpose or problem may be determined by itself and included in the character string, or an appropriate figure or formula may be included. Alternatively, it is possible to select from several questions recorded in advance in the first storage means. Although this question itself does not have to be an executable file that can be executed by a computer, this step itself has the significance of clearly recording the subject of the study by the student. Therefore, a flexible method is used for the content and expression of the question so that the student can set the question. If necessary, students can also set questions in their own language. For example, text editing by a text editor, diagram creation such as a diagram by graphic drawing software, photography and graphic capture by an image capture device, etc. can be made possible, or the key points of a question can be expressed by a three-dimensional modeler as a solid figure It may be a thing. The set question is stored in the second storage means as the next question.
[0020]
Students will answer the questions themselves. This answer is made by inputting a certain numerical value and determining a setting item. Therefore, it is not necessary to answer the questions directly. For example, instead of answering “Yes / No” to the question “whether the product shape of each specified dimension can be produced”, the actual specified dimension is determined by its own judgment. If the question includes some action, the order may be determined. Entering a numerical value for this setting item corresponds to determining various matters by an own engineer when an actual engineer is involved in design or operation. In the present invention, not only a set of setting items is set for simulation but also a loop process in which one or more values are sequentially changed within an appropriate range and a simulation is repeatedly performed over a plurality of sets of setting items. An input value such as this can also be used. The input value as the answer may be stored in the second storage means in association with the next question.
[0021]
Further, this input value is used to determine a numerical value to be calculated by the simulation means. The input value may be directly set as the numerical value, or a numerical value that cannot be determined unless it depends on the input value and a predetermined numerical value may be combined into a numerical value for simulation. For example, if the male dimensions of a press mold are entered, the female dimensions can be determined accordingly. Also, in the example of simulating the pressing process by the finite element method, a certain dimension is input as a response to the mesh generator that generates the mesh, and the mesh is generated accordingly, and each coordinate is a numerical value and the finite element accordingly Method stress and strain calculations Done May be. The numerical value is necessary to operate the simulation means. However, in the simulation means capable of performing high-precision calculations, determining this numerical value determines the normal mold shape and the plant operation parameters. It often includes a lot of figures about matters that are not directly related to what to do. Therefore, by determining a numerical value based on the input value, it is possible to prevent the student from having unnecessary knowledge. The simulation means simulates the behavior of the target by a numerical model based on this numerical value.
[0022]
This simulation result is presented to the student and stored in the second storage means. In doing so, it can be associated with the question and the input value. The simulation results are representative examples of the product shape, strain distribution, and residual stress distribution produced by pressing. In the case of plant operation, parameters that indicate the operating status can be displayed. It is optional if it is anything. Here, the student's answer may or may not be the best answer in the question, and the question itself may be accurate for the given learning conditions. Sometimes there are. As a result, the student can grasp the purpose of the question set by himself / her and the detailed situation, and the student can correlate the input value to the setting item necessary for dealing with the nonlinear element and the simulation result. I can grasp it. These are effective in acquiring the ability of students to deal with new issues.
[0023]
The retrieved similar past questions, answers to the past questions, and results based on the evaluation calculation of the answers are presented to the student together with the questions. This search compares the past question with the current question and presents the comparison result to the student. Therefore, the student can review the results of the past question with similar characteristics. It can be compared with the results of the study on the questions. In this comparison, the student basically compares with the result of his / her past examination, but the examination result of other students may be included. Participants memorize the contents of their studies and the points that they have overcome for a considerable period of time for their own examination results studied with a specific simulation. That is, the student can clearly remember this by referring to the question studied by himself and the input value which is the answer to the question, so that such a search can be expected to improve the learning effect. It should be noted that the original purpose of the method of the present invention is to support the learner to the last, and finding the objectively optimal solution for the learning condition itself is not the main purpose. You can refer to other people's past results.
[0024]
The present invention further provides a learning support method characterized in that, in the third presentation step, a setting item and an input value as an answer are presented in addition to the question and the simulation result.
Presenting the setting item and the input value as an answer improves the learning effect because the student can easily remember his / her past examination contents compared to the case where the question and the simulation result are simply shown.
[0025]
In the present invention, it is possible to include an evaluation step in which the calculation means evaluates the simulation result subsequent to the simulation step, and the evaluation result can be stored in the second storage means in the storage step.
[0026]
This evaluation criterion may be related to a question, or may be related to a target or a restriction listed in a learning condition. For example, even if the current question is “whether the product shape of each specified dimension can be manufactured” and when evaluating whether it is “manufacturable”, from various viewpoints Evaluation is possible. For example, if it is not possible to determine that a product that does not satisfy a certain strength can be produced, the strength is calculated using the strength as an evaluation criterion. In addition, if not the strength but the shape accuracy after fabrication is a problem, the accuracy in question is calculated. The learning conditions may be evaluated according to the purpose of the learning conditions, the questions may be evaluated according to the purpose of the questions, and these may be combined. In any case, an object to be evaluated can be calculated or can be determined by a numerical value. Information about the evaluation criteria and the evaluation calculation may be recorded in the first storage unit according to the learning conditions.
[0027]
The result based on the evaluation calculation includes the evaluation numerical value itself, a comparison result with some reference value, or a determination result based on the comparison. If the strength is an evaluation criterion, an appropriate character string such as “Insufficient strength” or “Material breakage” is displayed as the numerical value indicating the strength, the ratio to the reference value, or the determination content of the comparison result, for example. Also good. Furthermore, it can be visualized as image information or a graph. The student displays the result based on the evaluation calculation together with the simulation result. Thereby, even before the learning condition is achieved, the student obtains information on the degree of achievement, the appropriateness of the set question about the learning condition, in other words, the appropriateness of the examination item itself. be able to. Therefore, the student can advance the learning efficiently and can strongly maintain the consciousness for the learning condition and the goal.
[0028]
In the present invention, in the search step, the search object may include any or all of questions, setting items, and answers.
In this case, a past question similar to the current question is searched from the second storage means in terms of features included in any of the learning conditions, questions, answers, and simulation results. If a question, a setting item, and an answer are used for the search, for example, it is possible to search for items with different learning conditions but similar questions. Even if the learning conditions are not always the same, you can easily remember the experiences you have learned by looking at your past reviews. Since the current study can be performed with reference to the fact that the study was similar, the experience of the past study was strengthened, and the knowledge of the relationship with the current study and how to reuse the experience was acquired. It is done.
[0029]
As described above, in the learning support method of the present invention, the student himself / herself sets a question. For this reason, the learning support method of the present invention is effective regardless of the level of the student. Beginner engineers can acquire the knowledge they acquired through learning, etc. as the technical elements of the engineers themselves, and acquire the ability to deal with new issues of the beginner engineers themselves. It can be done in a short period of time and at a low cost without operating the actual plant. In addition, even intermediate and advanced engineers who are not beginners can consider the learning conditions from the perspective of each engineer in order to set their own questions, and the level of engineers is limited. Never happen. In addition, the method of the present invention is effective even for an expert engineer in a specific field in order to learn his / her specialized peripheral field.
[0030]
In the learning support method of the present invention, the student himself / herself sets a question, and even for a subject that is essentially non-linear, the student is instructed how to deal with such a case through the question setting. It has the advantage of being able to learn.
[0031]
Also, by devising the learning conditions given in the present invention, it is possible to enhance the learning effect, to give learning conditions that are close to reality, and to study with high accuracy, or to use the method of the present invention for various learning purposes. And the human resource development infrastructure is established.
[0032]
The present invention further provides a computer program for causing a computer system comprising simulation means and storage means to execute each step of any of the above learning support methods.
[0033]
In the present invention, the computer is not particularly limited to a specific architecture or hardware specification, and may be a stand-alone type or a distributed type connected through a network. Computers that have been used for CAD and CAM applications can be used.
[0034]
In addition, as a specific technique used for programming, various programming techniques can be used according to the type and environment of the computer to be used, the specification of the student interface, the learning purpose, and the like.
[0035]
DETAILED DESCRIPTION OF THE INVENTION
Embodiments of the present invention will be described below with reference to the drawings.
FIG. 1 is a configuration diagram showing a configuration of a computer system 100 of the present invention. The student operates the terminal computer 1 as a terminal, and the entire system is usually provided with a plurality of terminal computers and realized in a network environment. This system may include a computer (not shown) and may use known means such as a data server. Of course, the present invention can be implemented by a stand-alone computer.
[0036]
The platform 2 is an integrated work environment by software that performs general system management such as management of student login / logout information and management of permission to use the simulation tool 4. The platform 2 also serves as a student interface for the learning support tool 3 for realizing the learning support method of the present invention. In addition to the learning support of the present invention, the platform 2 can also operate as an environment that allows the student to use the simulation tool 4. In this case, for example, a content group 5 having various past design assets as parts can be provided, and a certain degree of design support can be provided to a student who uses the simulation tool 4 as a design tool. The learning support tool 3 is used to implement the learning support method of the present invention. The platform 2 is realized in a network environment (not shown) and operates on an appropriate host computer (not shown).
[0037]
The simulation tool 4 uses, for example, simulation software capable of simulating the machining process by plastic mechanics calculation using the design shape and operating conditions of a mold when a product is produced by press working, and thermodynamic calculation for a power plant. Simulation software that can simulate the fluid dynamics theory and the amount of operation that determines the operating conditions.
[0038]
The simulation tool 4 includes a general-purpose numerical calculation module such as a finite element method and a boundary element method, and software for effectively operating the general-purpose numerical calculation module for performing a specific calculation for a machining process or a fluid calculation. Software such as a combination. This execution is based on a general-purpose computer that is designed so that appropriate calculation means can handle a sufficient main memory address space according to the speed and scale of the required calculation, and a specific purpose for efficiently performing specific numerical calculations. You may be comprised so that it may bear in suitable computers (not shown), such as a computer or a grid computer.
[0039]
The learning support tool 3 is software that executes a plurality of steps to be described later. The execution can be performed by the terminal computer 1 used by the student or by an appropriate host (not shown).
[0040]
FIG. 2 shows an outline of a flowchart executed by the learning support tool 3. In the following, the student operates the terminal computer 1, and the computer system 100 and the student present information, input information, and the like through the terminal computer.
[0041]
Participants who start learning (S10) are first presented with a part of the learning conditions recorded in advance in the storage device (S12). The learning condition may be, for example, an introduction of the purpose of the system in such a scene as “Welcome to the press die design learning system”. This alone can prompt the end if the student does not intend to use the function, and can inform the student of the outline of the purpose of learning. Alternatively, a menu screen that is defined in advance so as to have a plurality of options may be selected so that specific learning is possible. Further, the learning condition may include a more specific instruction such as “Design the mold used when producing the parts of the finished product A by pressing.” As a result, the student can consider the specific learning conditions. Of course, it has an appropriate hierarchical structure, and various studies can be made on similar subjects.
[0042]
Participants are conscious of considering various issues according to these learning conditions. The computer system 100 prompts the student to input a question determined by the student himself, accepts it, and stores it in the storage means (S14).
Participants give answers on the set items that they have set as their own questions. The answer relates to a numerical value set artificially in the machining process to be simulated. The answer is stored in the second storage means in association with the question (S16).
[0043]
The answer itself is not necessarily suitable as an input value for the simulation. In that case, a numerical value used for the simulation is determined from the answer. When the answer itself can be a numerical value for simulation, it remains as it is. Based on such input values, the simulation means realized by the hardware and the simulation tool 4 of FIG. 1 simulates actual behavior by a numerical model and obtains a result (S18).
[0044]
The result is evaluated by performing an evaluation calculation on an evaluation method defined in relation to the current question or the learning condition. The evaluation result is stored in the second storage means in association with the question and the answer together with the simulation result (S20). Then, the simulation result and the evaluation result are presented to the student (S22).
[0045]
Thereby, the student can know what can actually happen with respect to the answer to the question set by the student and can know the evaluation at that time.
[0046]
The learning support tool 3 further retrieves the previous question similar to the question in the characteristics included in any of the learning condition, the question condition, the input value, and the result from the record in the second storage unit. (S24). By this search, it is possible to call a question having some similar characteristics from among past questions set by the user.
[0047]
For similar questions that have been called, the past questions, their answers, and the results of evaluation calculations and judgment values based on them, the questions at that time, the answers to the current questions, and the evaluation of the simulation based on the answers A step (S26) of presenting to the student together with the result of the calculation and the judgment value based thereon.
[0048]
Upon receiving such a presentation, the student can compare the result of the examination for a past question with similar characteristics to the result of examination for the current question. In this comparison, the student basically compares with the result of his / her past examination, but the examination result of other students may be included. Participants memorize the contents of their studies and the points they have overcome for a considerable period of time for their own examination results studied with specific simulations. If you refer to the answers, you can clearly remember this and expect a learning effect.
[0049]
The student can further learn based on the result. That is, the computer system selects whether to consider different answers (S30), whether to consider different questions (S32), or whether to consider different learning conditions (S34), and restarts the above steps from an appropriate place. To do. When the learning is completed, the student can also select the end (S28).
[0050]
[Example]
Hereinafter, an Example is described using the display screen in the program which implements the learning assistance method of this invention.
[0051]
FIG. 3 shows an example of a learning condition presentation screen. Figure 3a shows the approximate shape of the parts produced by pressing in each compartment. And Each of the six sections represents a different learning condition. That is, M1 has a cylindrical shape (cup) having a cylindrical side surface and an opening on one side. M 2 is a stepped cylindrical shape, so that learning conditions from M1 to M6 can be selected, and schematic diagrams 31 to 36 are respectively attached. When the student selects M1 on the presentation screen of FIG. 3a with an input device (not shown) such as a mouse, the screen of FIG. 3b is further presented, and the character string 37 is shown together with the drawing 38 for assisting understanding. The contents are explained more specifically. The student uses the button 39 on the screen to select whether or not to learn about M1 on this screen.
[0052]
FIG. 4 shows a screen presented next to the student who has selected M1. Here, a question 42 inputted by the student is already inputted and displayed as a character string 41, and a drawing 42 depicting the situation by the student is shown. On this screen, a character string can be input, and a graphic drawing function 43 is also prepared. With this question, the student expresses clearly that the question he / she wants to consider is defined in the question. In addition, this question is a clue to search when it is referred to later. When a question is set by the button 44, a unique question ID is attached to the question and stored in a storage device (not shown). Here, the question itself is arbitrary as long as it allows the student to recognize the examination subject.
[0053]
FIG. 5 is an answer input screen presented to the student after the question is set. As a setting item that is the shape of a part of the mold, consider R of the bottom ridge line of the female mold, but not only the value but also the outer diameter, height, male type and female type to meet the learning conditions Students must answer items that are essential for simulation, such as dimensional differences. At this time, values that can be changed in advance with respect to M1 are determined in various places, for example, and some of them are overwritten by the text boxes 51a to 51c. In addition, a text box 51d is prepared so that the male shape can be determined only by specifying a dimensional difference, and the other necessary items are similarly set. In order to confirm the contents of the question, it is possible to select the question confirmation button 52 and correct or confirm the answer with the button 53. When the answer is confirmed, more detailed data, which is a numerical value input to the simulation means, is generated from the answer, and the simulation means operates based on the numerical value. An ID assigned to the question is similarly attached to the answer, and is recorded in association with the question.
[0054]
When the simulation is performed, an evaluation calculation is further performed on the result. In this case, in the simulation, numerical calculation based on plastic mechanics is performed, and the press working under the answer condition is reproduced in the computer by the female die and the male die determined according to the answer. And the shape of the cup used as the product after press work, an internal residual stress, etc. are calculated | required by calculation. For the calculated shape etc., for example, the distribution of the distance from the central axis of the outer surface portion of the cup is obtained by calculation, and if the distribution has a certain variation or more, it is determined that wrinkles have occurred on the side surface. Is done. Although this wrinkle is a condition that does not appear directly in the learning conditions or questions, it has been determined in advance that M1 will not be a good product if wrinkles occur above a certain level in relation to the learning condition, and is subject to evaluation calculation. It is what. If this wrinkle exceeds the evaluation standard, the learning condition cannot be achieved. The wrinkles may be determined from the distribution or may be determined as a deviation from the average shape.
[0055]
Further, in the portion where the internal residual stress is a certain level or more, there is a high possibility that the product cup will be cracked. The internal residual stress value and crack occurrence probability are acquired in advance according to this learning condition, and the crack occurrence probability at any location of the product is determined from the internal residual stress value. It is calculated by evaluation calculation whether it exceeds. If an internal residual stress exceeding this reference value occurs, the learning condition cannot be achieved.
The calculated result is recorded in the storage device in association with the question and the answer together with the result of the evaluation calculation.
[0056]
FIG. 6A is a screen showing the calculation result by this simulation, and displays a drawing 61 representing the shape of the cup of the product obtained by the calculation. The case where wrinkles and cracks occur simultaneously is shown. The wrinkles and cracks are displayed with the texture 63 superimposed so that the student can intuitively understand. Also, the main points of the answer conditions at this time are displayed. The character string 65 for learning condition achievement indicates that the learning condition is not achieved. The student can continue and end the learning (button 64) when he / she further examines the result by the next answer or question. If the student selects continue and changes R again to answer and no wrinkles or cracks are seen, it is displayed as shown in FIG. 6b, indicating that the character string 65 for achievement of the learning condition has been achieved. .
[0057]
When Continue is selected in FIGS. 6a and 6b, similar past learning records are retrieved from the storage device. By this search, a similar one, for example, one having the same learning condition is searched. As a result, a comparison screen as shown in FIG. 7 is presented. This is the screen shown to the student after FIG. 6a. In this screen, three of the current questions with similar conditions that are meaningful for comparison among past questions about the same learning conditions are shown. By comparing this, the student examines the relationship between the result and the setting item. Depending on the learning conditions, the student will be aware of things that result in very subtle differences and results that are very different, or that are difficult to find a linear relationship. When FIG. 7 is confirmed, FIG. 8 is further displayed.
[0058]
FIG. 8 is a screen for letting the student decide what to do next, learning with other learning conditions (81), setting other questions within the same learning conditions (82), A simulation (83) can be selected for other answers with the same learning condition and the same question. The end (84) can also be selected.
[0059]
Here, for example, the result shown in FIG. 6B is a simulation of changing R from 35 mm to 37 mm with reference to the answer 2 of the past question 18 on the screen of FIG.
[0060]
【The invention's effect】
According to the present invention, it is possible to efficiently reproduce by a computer whether a non-linear behavior or a delicate behavior with respect to setting items appears in the product or the operation scan result. It is possible to acquire non-linear elements and skill elements by learning with support by a learning support method included in a part.
Participants create their own questions according to their learning conditions based on their own thoughts (knowledge, experience, intuition, etc.) and respond to the questions themselves. As a result, the student can grasp the appropriateness of the examination item itself. These are effective in acquiring the ability of students to deal with new issues. The learning support method is effective regardless of the level of the student. Further, even for an object that is essentially non-linear, there is an advantage that the student can learn a coping method in such a case by setting a question.
Participants can refer to the questions and answers they have studied, so they can remember clearly and expect high learning effects.
According to the present invention, an infrastructure for human resource development with a high learning effect is constructed.
[Brief description of the drawings]
FIG. 1 is a configuration diagram showing a configuration of a computer system according to an embodiment of the present invention.
FIG. 2 is a flowchart showing each step of the learning support method according to the embodiment of the present invention.
FIG. 3 is a diagram showing a screen display of a program for realizing a learning support method according to an embodiment of the present invention.
FIG. 4 is a diagram showing a screen display of a program for realizing a learning support method according to an embodiment of the present invention.
FIG. 5 is a diagram showing a screen display of a program for realizing a learning support method according to an embodiment of the present invention.
FIG. 6 is a diagram showing a screen display of a program for realizing the learning support method according to the embodiment of the present invention.
FIG. 7 is a diagram showing a screen display of a program for realizing the learning support method according to the embodiment of the present invention.
FIG. 8 is a diagram showing a screen display of a program for realizing a learning support method according to an embodiment of the present invention.
[Explanation of symbols]
100 computer system
3 learning support tools
4 Simulation tools

Claims (5)

Calculating means for the simulation of the behavior of a subject in the input values are have you in based rather calculation conditions as a reply to the setting item can be performed by a numerical calculation, a first storage means, second storage means, the student interface Using a computer system having means to allow the student to receive learning related to the behavior of the target, and to allow the student to recognize the accuracy of the examination subject determined by the student himself corresponding to the learning , A new problem response ability acquisition support method for supporting students to acquire new problem response ability ,
Part of the learning conditions stored in the first storage means and including any one selected from the group consisting of goals, requirements, conditions, and constraints related to the learning that cannot be set by the students themselves A first presenting step of presenting to the student by a character string or graphic by the interface means;
This is a question that the student himself / herself inputs when performing the simulation of the behavior by numerical calculation in order for the student himself / herself to set the study subject of the learning under the learning condition according to the presented learning condition. A first receiving step for receiving, by the student interface means, a question expressed by a character string that can recognize the accuracy of the examination subject extracted by the student himself according to the learning condition ;
It is an item for setting at least a part of numerical values that define the calculation conditions for executing the behavior simulation, and the student can select to be included in the calculation conditions for executing the behavior simulation. of the items that are to be input said against the setting item simulation is an item student determines that is executed depending on questions as an answer to the students to set the calculation conditions A second receiving step for receiving an input value to be received by the student interface means;
A simulation step in which the calculation means performs a simulation under the calculation condition set based on the input value as an answer to the setting item to obtain a current simulation result;
A second presentation step of presenting the simulation result to the student by the student interface means ;
Corresponding to the learning conditions in which the next simulation is performed, the question set when the next simulation is executed, the answer to the setting item corresponding to the question, and the result of the current simulation Ri Na and a storage step of storing in the second storage means, if the past simulation of the student or other students perform the above steps recorded in the second storage means is stored In addition,
From the search target item including any or all of the questions set by the student in the next simulation, the answer by the student regarding the setting item corresponding to the question, and the simulation result based on the answer, A search step of searching for a past simulation stored in the second storage unit having a search target item similar to the search target item by the calculation unit;
The past question that is the question in the past simulation that was searched, the simulation result of the past simulation based on the answer to the setting item corresponding to the past question, and the question that was used in the next simulation And a third presentation step of presenting the current simulation result to the student by the student interface means;
To compare the questions used in this simulation, the results of this simulation, past questions in previous simulations similar to this simulation, and the results of previous simulations. A new problem response ability acquisition support method that makes it easy for the student to recognize the accuracy of the examination subject extracted by himself / herself according to the learning conditions in the next simulation . In the third providing step, for each of the past simulation and Imatsugi simulation, new challenges responsiveness learning support method according to claim 2, characterized in that it further presents an input value as a setting item and answers . The simulation Following step, simulating the evaluation results include the evaluation steps performed by the arithmetic unit, according to claim 1 or 2, characterized in that to store the evaluation results in the second storage means in said storage step New problem response skills acquisition support method. Said calculating means the simulation can be performed, a storage unit that can be the first storage means and the second storing means, according to any of claims 1 to 3 in a computer system comprising a said student interface means Computer program for executing each step of the new problem response ability acquisition support method. Calculating means for the simulation of the behavior of a subject in the input values are have you in based rather calculation conditions as a reply to the setting item can be performed by a numerical calculation, a first storage means, second storage means, the student interface have a means by which to recognize the student the correct of study challenges himself student with a learning related to the behavior of the target subjected to students in response to the learned stipulated, student A new problem response capability acquisition support computer system for supporting acquisition of new issue response capability ,
Part of the learning conditions stored in the first storage means and including any one selected from the group consisting of goals, requirements, conditions, and constraints related to the learning that cannot be set by the students themselves A first presentation means for presenting to the student by a character string or a graphic by the interface means;
This is a question that the student himself / herself inputs when performing the simulation of the behavior by numerical calculation so that the student himself / herself can set the study subject of the learning under the learning condition according to the presented learning condition. First accepting means for accepting, by the student interface means, a question expressed by a character string capable of recognizing the accuracy of the examination subject extracted by the student according to the learning conditions ;
It is an item for setting at least a part of numerical values that define the calculation conditions for executing the behavior simulation, and the student can select to be included in the calculation conditions for executing the behavior simulation. of the items that are to be input said against the setting item simulation is an item student determines that is executed depending on questions as an answer to the students to set the calculation conditions Second receiving means for receiving an input value to be received by the student interface means;
And simulation means for obtaining Imatsugi simulation results wherein the calculating means performs a simulation in the calculation condition set based on the input value as answer to said setting parameters,
A second presenting means for presenting the current simulation result to a student through the student interface means ;
Corresponding to the learning conditions in which the next simulation is performed, the question set when the next simulation is executed, the answer to the setting item corresponding to the question, and the result of the current simulation wherein Ri Na and a storage means for storing in the second storage means, said second storage means, and keeps a record by the means described above for previous simulations of the student or other students,
From the search target item including any or all of the questions set by the student in the next simulation, the answer by the student regarding the setting item corresponding to the question, and the simulation result based on the answer, Search means for searching past simulations stored in the second storage means having search target items similar to the search target items by the calculation unit;
The past question that is the question in the past simulation that was searched, the simulation result of the past simulation based on the answer to the setting item corresponding to the past question, and the question that was used in the next simulation And a third presenting means for presenting the present simulation result to the student through the student interface means;
To compare the questions used in this simulation, the results of this simulation, past questions in previous simulations similar to this simulation, and the results of previous simulations. the and to allow the students, new challenges corresponding force learning support computer system that makes it easy to recognize the students the correct of the agenda, which was extracted himself in accordance with the learning conditions in Imatsugi of simulation.

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