CN210804865U

CN210804865U - Teaching aid

Info

Publication number: CN210804865U
Application number: CN201920266048.5U
Authority: CN
Inventors: 赵华荣; 马建华
Original assignee: Shenzhen Jiazulingxiu Education Technology Co ltd
Current assignee: Shenzhen Jiazulingxiu Education Technology Co ltd
Priority date: 2019-03-04
Filing date: 2019-03-04
Publication date: 2020-06-19
Anticipated expiration: 2029-03-04

Abstract

The embodiment of the utility model discloses teaching aid, this teaching aid includes: the teaching board comprises a packaging box, a timer, at least one teaching board and a plurality of cards; the teaching board is characterized in that a plurality of rows of lattices are arranged on the upper surface of the teaching board, and first patterns in different shapes are respectively printed in the first lattice of each row of lattices; the plurality of cards are respectively printed with second patterns with different shapes, and the second patterns are related to the first patterns; at least one accommodation space is arranged inside the packaging box, and the timer, the at least one teaching board and the plurality of cards are placed in the accommodation space. The teaching aid can be used for improving the cognitive ability and thinking sensitivity, speed and breadth of children and training the associative ability of the children.

Description

Teaching aid

Technical Field

The utility model relates to a teaching equipment field especially relates to a teaching aid.

Background

In recent years, children's enlightenment education is more and more emphasized in order to develop children's intelligence and to improve children's learning interest. In most of the current enlightenment education for children, card data such as digital cards, pinyin cards and the like are used as main reference data, and parents such as parents or teachers refer to the card data for education. In the prior art, different patterns are generally printed on a card, and then parents or teachers point the patterns to identify children, but the patterns can only exercise the memory capacity of the children, and the children do not have great help on the sensitivity, speed, width and associative ability of thinking of the children.

SUMMERY OF THE UTILITY MODEL

A primary object of the present invention is to provide a teaching aid for improving the cognitive ability and thinking sensitivity, speed and width of children and training the association ability of children.

The embodiment of the utility model provides a teaching aid, the teaching aid includes:

the teaching board comprises a packaging box, a timer, at least one teaching board and a plurality of cards; a plurality of rows of lattices are arranged on the upper surface of the teaching board, and first patterns with different shapes are respectively printed in the first lattice of each row of lattices; second patterns with different shapes are respectively printed on the cards, and the second patterns are related to the first patterns; the inside at least one accommodation space that is provided with of packing carton, timer, at least one teaching board and many the card is placed in the accommodation space.

From the embodiment, the beneficial effect of above-mentioned teaching aid lies in: by utilizing the first pattern printed on the teaching board and the second patterns printed on the plurality of cards, because the objects shown by the plurality of second patterns are respectively associated with the objects shown by the first pattern printed on the teaching board, the cognitive ability and thinking sensitivity, speed and breadth of the child can be improved and the association ability of the child can be exercised in the process of enabling the child to search for the card with the associated pattern of the first pattern from the plurality of cards according to the first pattern on the teaching board.

Drawings

Fig. 1 is a schematic structural diagram of a teaching aid according to an embodiment of the present invention;

fig. 2 is a schematic structural view of an upper surface of a teaching board in the teaching aid according to an embodiment of the present invention;

fig. 3 is a schematic structural diagram of a theme card in the teaching aid according to another embodiment of the present invention;

FIG. 4 is a schematic view of a combination of a main teaching board and a first extended teaching board in a teaching aid according to another embodiment of the present invention;

FIG. 5 is a schematic view of a combination of a main teaching board, a first extended teaching board and a second extended teaching board in a teaching aid according to another embodiment of the present invention;

fig. 6 is a schematic view of a combination of the box cover, the main teaching board, the first extended teaching board and the first extended teaching board in the teaching aid according to another embodiment of the present invention.

Detailed Description

In order to make the objects, features and advantages of the present invention more obvious and understandable, the drawings in the embodiments of the present invention are combined to clearly and completely describe the technical solutions in the embodiments of the present invention, and obviously, the described embodiments are only some embodiments, not all embodiments of the present invention. Based on the embodiments in the present invention, all other embodiments obtained by the skilled in the art without creative work belong to the protection scope of the present invention.

Referring to fig. 1, fig. 1 is a schematic structural diagram of a teaching aid according to an embodiment of the present invention. As shown in fig. 1, the teaching aid includes: a package 10, a timepiece 20, at least one teaching board 30, and a plurality of cards 40.

Specifically, at least one receiving space (not shown in fig. 1) is formed inside the packing box 10, and the timer 20, the at least one teaching board 30 and the plurality of cards 40 are placed in the receiving space. Optionally, the package 10 comprises: a box body 11 and a box cover 12. The accommodating space is provided inside the box body 11.

It should be noted that, for convenience of understanding, only one accommodating space is shown in fig. 1, in practical applications, more accommodating spaces may be provided as needed, and the timer 20, the at least one teaching board 30 and the plurality of cards 40 may be respectively placed in three accommodating spaces, or may be placed in a plurality of accommodating spaces in groups, for example, the timer 20 is placed in one accommodating space, and the at least one teaching board 30 and the plurality of cards 40 are placed in another accommodating space.

Specifically, the upper surface of the teaching board 30 can be, but is not limited to, a quadrilateral, a circle, or other irregular shape, such as a cartoon shape of an animal. Fig. 2 is a schematic structural diagram of an upper surface of a teaching board in a teaching aid according to an embodiment of the present invention, and fig. 2 is a quadrilateral for easy understanding. As shown in fig. 2, the teaching board 30 is provided with a plurality of rows of lattices on the upper surface 31, first patterns of different shapes are respectively printed in the first lattices of each row of lattices, and the first patterns in each first lattice preferably respectively correspond to different objects. Optionally, the upper surface 31 of the teaching board 30 may be divided into a plurality of lattices by using dividing strips, and the dividing strips may be fixed on the upper surface 31 of the teaching board 30 by gluing; alternatively, a plurality of lines of the lattice may be printed on the upper surface 31 of the teaching board 30 by printing. Preferably, the number of lattices on each teaching board 30 varies to address different age groups and training strengths.

The plurality of cards 40 are printed with second patterns of different shapes, respectively. The second pattern has a correlation with the first pattern, or the object shown in the second pattern has the same characteristics as the object shown in the first pattern but is not the same object, or has a relationship in a bio-chain. Taking fig. 2 as an example, the patterns in the first grid of each row on the nine-square grid on the teaching board 30 correspond to: houses, fish and bees, the pattern printed on the card may be, for example: patterns of other buildings with the same characteristics as the house, such as: bridges, movie theaters, etc.; patterns of other animals that can swim in the water with the same characteristics as fish, such as: shrimps, frogs, etc.; patterns of other animals with a relationship on the bio-chain to fish, such as: cats, polar bears, etc., and so on.

It is understood that the types of objects shown in the first and second patterns may include, but are not limited to: living animals and plants, and, inanimate objects such as: articles of daily use, vehicles, numbers, letters, etc. The characteristics of the object may include, but are not limited to, the nature, appearance, habits, etc. of the object.

In use, a child may be allowed to search the 50 cards 40 for a card having a second pattern associated with the first pattern in a different first cell (i.e., the object characteristics shown are the same) based on the first pattern printed in the first cell in each row of cells on the teaching board 30, respectively, and place the found card in a blank cell behind the corresponding first cell on the teaching board 30. At the same time, the timer 20 can be used to control the time that the child searches for the card. Taking fig. 2 as an example, the child can associate the patterns of fish in the first cell of row 2 in the nine-grid teaching board 30 within the time period defined by the timer 20, and quickly find out the related cards printed with the patterns of creatures (e.g., shrimp, duck) that are also swimming in the water and the related cards printed with the patterns of other animals (e.g., cat, penguin) having a bio-chain relationship with the fish among the 50 cards 40, and place the found related cards in the blank cell behind the fish pattern of row 2 on the nine-grid teaching board 30. Through the long-time association searching teaching, the sensitivity, the speed and the breadth of the cognitive ability and the thinking of the children can be improved, and the association ability of the children can be exercised.

Optionally, the teaching board 30 is a magnetic board, such as a magnetic white board, a magnetic drawing board, a wood board or a plastic board with a single-sided magnetic glue board adhered on the surface, and the like. The card 40 may be made entirely or partially of a metallic material. Thus, the cards 40 found by children can be adsorbed on the teaching board 30, so that the cards are convenient to arrange and identify.

Optionally, in another embodiment of the present application, at least one teaching board 30 includes: a first teaching board, a second teaching board and a third teaching board. The upper surface of the first teaching board is printed with nine grids (as shown in fig. 2), the upper surface of the second teaching board is printed with 16 grids, and the upper surface of the third teaching board is printed with 25 grids or 49 grids, so as to correspond to different age groups and training strengths. The first lattice of each row of lattices of each grid is printed with first patterns with different shapes respectively.

Optionally, in another embodiment of the present application, the teaching aid further includes: a plurality of theme cards 41, the number of theme cards 41 being equal to the number of first patterns. Each of the theme cards 41 is printed with a first design having a different shape and a character specification of the first design. Fig. 3 is a schematic structural diagram of a theme card in the teaching aid according to another embodiment of the present invention. As shown in fig. 3, in a specific application example, a pattern of a fish and a character of a fish character "fish swimming in water" are printed on the theme card 41. Taking fig. 3 as an example, a child can find a card with a fish pattern in the subject card 41 according to the fish pattern in the 2 nd cell in the nine-grid teaching board 30 within the time limited by the timer 20, then associate the card with the fish pattern according to the character "fish swimming in water" of the fish on the card, quickly find out a related card printed with the patterns of other creatures swimming in water in the card 40, and adsorb the found related card in the blank cell in the 2 nd cell on the nine-grid teaching board 30. The theme card 41 can be used for prompting, and the cognitive ability of the child on the object shown by the pattern is improved. It is understood that the rows and columns in this embodiment are opposite, and the rows may be columns according to different placement angles.

Optionally, in another embodiment of the present application, the timer is a 10 second hourglass. Using an hourglass for timing, the more associated cards a child finds in 10 seconds, the better, and thus the mental sensitivity and speed of exercising the child can be enhanced.

Optionally, in another embodiment of the present application, a first lattice in each row of lattices set on the teaching board 30 is printed with a feature description text of the first pattern. At this time, the card 40 may be printed with only the second pattern, and the child may search for the associated card among the cards 40 according to the caption of the first pattern printed on the teaching board 30. The characteristics of the corresponding card can be known to the child through the characteristic description words, so that the child can be helped to find the needed card more quickly.

Optionally, in another embodiment of the present application, the card 40 is further printed with a characteristic description text of the second pattern. Optionally, the second pattern and its corresponding feature description text are printed on the same surface of the card 40.

Fig. 4 is a schematic view of a combination of a main teaching board and a first extended teaching board in a teaching aid according to another embodiment of the present invention. Optionally, in another embodiment of the present application, as shown in fig. 4, at least one teaching board 30 includes: a main teaching board 34 and a first extended teaching board 35.

Specifically, the upper surface of the main teaching board 34 is printed with squared figures. The first extended teaching board 35 has a first cutout (not shown in fig. 4) penetrating the upper and lower surfaces of the first extended teaching board 35, the shape and size of the first cutout matching the shape and size of the main teaching board 34, the upper surface of the first extended teaching board 35 is printed with 7 lattices, and the first patterns of different shapes are printed in the lattices of the first row of each of the 7 lattices on the spliced teaching board. Alternatively, the first notch may be replaced with a first through hole having a shape and size that match those of the main teaching board 34. It is understood that the first pattern and the second pattern shown in all the drawings are examples, and may not be limited thereto in practical applications.

Further, fig. 5 is a schematic diagram of a combination of the main teaching board, the first extended teaching board and the second extended teaching board in the teaching aid according to another embodiment of the present invention. As shown in fig. 5, the at least one teaching board 30 further includes: a second extended teaching board 36.

Specifically, the second extended teaching board 36 has second notches (not shown in fig. 5) penetrating the upper and lower surfaces of the second extended teaching board 36, the shape and size of the second through holes or notches match those of the first

extended teaching board

35, 9 or 33 lattices are printed on the upper surface of the second extended teaching board 36, and first patterns of different shapes are printed in the first lattice of each line on the spliced teaching boards. Alternatively, the second notch may be replaced with a second through hole having a shape and size matched with those of the first extended teaching board 35.

When the teaching aid is used, the main teaching board 42, the first extension teaching board 35 and the second extension teaching board 36 can be spliced together by utilizing the first through hole or the notch and the second through hole or the notch, so that teaching patterns can be expanded from 9 to 16, further expanded to 25 or 49, and the purpose of freely changing the training strength is achieved. In addition, the teaching boards are spliced together in a through hole or notch mode, and the purpose of saving the manufacturing cost can be achieved.

Optionally, in another embodiment of the present application, a plurality of first protrusions are respectively disposed on the lower surfaces of the main teaching board 34, the first extended teaching board 35 and the second extended teaching board 36. A foldable support is provided on one surface of the top of the box cover 12, and a plurality of first grooves are provided on the other surface of the top of the box cover 12. The number, the position and the shape of the first grooves are matched with those of the first protrusions.

Fig. 6 is a schematic view of a combination of the box cover, the main teaching board, the first extended teaching board and the first extended teaching board in the teaching aid according to another embodiment of the present invention. The pattern is omitted in fig. 6 in order to more clearly show the combination of the box cover, the main teaching board, the first extended teaching board and the first extended teaching board. As shown in fig. 6, a plurality of first grooves 121 are formed on a side of the top of the box cover 12 facing away from the box body 11, a plurality of first protrusions 341 are respectively formed on lower surfaces of the foldable support 122, the first extensible teaching board 35 and the first extensible teaching board 36 which are formed on a side of the top of the box cover 12 facing the box body 11,

when the foldable teaching box is used, the main teaching board 34, the first extensible teaching board 35 and the second extensible teaching board 36 are fixed on one side, back to the accommodating space, of the top of the box cover 12 in sequence through the first groove 121 and the first protruding portion 341, then the foldable support 122 on the box cover 12 is pulled open, the box cover 12 can be supported on a table top, the ground or other horizontal planes, and at the moment, the box cover 12 can serve as a support for the teaching boards on one hand and can serve as a function of fixing the teaching boards on the other hand. When not in use, the main teaching board 34, the first extended teaching board 35 and the second extended teaching board 36 can be removed from the top of the box cover 12, and then the foldable support 122 on the box cover 12 is retracted, and the box cover 12 is restored to its original function.

Optionally, in another embodiment of the present application, the plurality of first grooves and the foldable supports may also be disposed at the bottom of the box main body 11. Specifically, the plurality of first grooves are disposed on a side of the bottom of the box body 11 opposite to the box cover 12, and the foldable support is disposed on a side of the bottom of the box body 11 facing the box cover 12. Alternatively, the plurality of first grooves are disposed on the side of the bottom of the box body 11 facing the box cover 12, and the foldable support is disposed on the side of the bottom of the box body 11 facing away from the box cover 12.

When the box is used, the main teaching board 34, the first extensible teaching board 35 and the second extensible teaching board 36 are fixed to one side of the bottom of the box body 11 through the first groove and the first protruding portion, then the foldable support on the box body 11 is pulled open, the box body 11 can be supported on a desktop, the ground or other horizontal planes, at the moment, the box body 11 can be used as a support of the teaching boards, and the other hand can play a role in fixing the teaching boards. When not in use, the main teaching board 34, the first extended teaching board 35 and the second extended teaching board 36 can be removed from the bottom of the box body 11, and then the stand on the box body 11 is retracted, and the box body 11 restores its original function.

In this way, the function of the box cover 12 or the box body 11 can be expanded by the first groove and the first protrusion.

Optionally, in another embodiment of the present application, a plurality of second grooves are respectively formed on the lower surfaces of the main teaching plate 34, the first extended teaching plate 35 and the second extended teaching plate 36. A foldable support is provided on one surface of the top of the box cover 12, and a plurality of second protrusions are provided on the other surface of the top of the box cover 12, or a foldable support is provided on one surface of the bottom of the box body 11, and a plurality of second protrusions are provided on the other surface of the bottom of the box body 11. The number, the position and the shape of the plurality of second protruding parts are matched with those of the plurality of second grooves. The arrangement manner of the second groove and the second protrusion is similar to the arrangement manner of the first groove and the first protrusion, which can be specifically referred to fig. 6 and is not repeated here.

It is understood that there are many structures of foldable supports known at present, which can be applied to the present application, and therefore the present application does not specifically limit the structures of the foldable supports.

The above is the description of the teaching aid that the utility model provides, to the general technical personnel in this field, according to the utility model discloses the thought of embodiment all has the change part on concrete implementation and application scope, to sum up, this description content should not be understood as the restriction of the utility model.

Claims

1. A teaching aid, characterized in that, the teaching aid includes:

the teaching board comprises a packaging box, a timer, at least one teaching board and a plurality of cards;

a plurality of rows of lattices are arranged on the upper surface of the teaching board, and first patterns with different shapes are respectively printed in the first lattice of each row of lattices;

second patterns with different shapes are respectively printed on the cards, and the second patterns are related to the first patterns;

at least one accommodating space is arranged in the packaging box, and the timer, the at least one teaching board and the cards are placed in the accommodating space;

wherein the timer is a 10 second hourglass.

2. A teaching aid as claimed in claim 1, wherein at least one of the teaching boards comprises: a first teaching board, a second teaching board and a third teaching board;

nine grids are printed on the upper surface of the first teaching board, 16 grids are printed on the upper surface of the second teaching board, and 25 grids or 49 grids are printed on the upper surface of the third teaching board.

3. A teaching aid as claimed in claim 1, further comprising: the number of the theme cards is equal to that of the first patterns, and the first patterns in different shapes and characteristic description characters of the first patterns are printed on each theme card respectively.

4. A teaching aid as claimed in claim 1, wherein the card is made wholly or partially of metal and the teaching board is a magnetic board.

5. A teaching aid as claimed in claim 1, wherein each first cell is further printed with a respective legend for the first pattern.

6. A teaching aid as claimed in claim 1, wherein the card is further printed with a specification of the second design.

7. A teaching aid as claimed in claim 6, wherein the second pattern and the second pattern are printed with a specification on the same surface of the card.

8. A teaching aid as claimed in any of claims 1, 3 to 7, wherein at least one of the teaching boards comprises: a main teaching board and a first extended teaching board;

nine-square grids are printed on the upper surface of the main teaching board;

the first extensible teaching board is provided with first through holes or notches penetrating through the upper surface and the lower surface of the first extensible teaching board, the shape and the size of the first through holes or notches are matched with those of the main teaching board, and 7 grids are printed on the upper surface of the first extensible teaching board.

9. A teaching aid as claimed in claim 8, wherein at least one of the teaching boards further comprises: a second extended teaching board;

the second extended teaching board has second through holes or notches penetrating the upper and lower surfaces of the second extended teaching board, the shape and size of the second through holes or notches match those of the first extended teaching board, and 9 or 33 lattices are printed on the upper surface of the second extended teaching board.

10. A teaching aid as claimed in claim 9, wherein the pack comprises: a box body and a box cover;

at least one accommodating space is arranged inside the box body;

the lower surfaces of the main teaching board, the first extensible teaching board and the second extensible teaching board are respectively provided with a plurality of first protruding parts; a foldable support is arranged on one surface of the top of the box cover, and a plurality of first grooves are arranged on the other surface of the top of the box cover, or the foldable support is arranged on one surface of the bottom of the box body, and the first grooves are arranged on the other surface of the bottom of the box body; the number, the position and the shape of the first grooves are matched with those of the first bulges; alternatively, the first and second electrodes may be,

the lower surfaces of the main teaching board, the first extensible teaching board and the second extensible teaching board are respectively provided with a plurality of second grooves; a foldable support is arranged on one surface of the top of the box cover, and a plurality of second protrusions are arranged on the other surface of the top of the box cover, or the foldable support is arranged on one surface of the bottom of the box body, and the second protrusions are arranged on the other surface of the bottom of the box body; the number, the position and the shape of the plurality of second protruding parts are matched with those of the plurality of second grooves.