CN215495582U - Teaching aid for digital teaching of children before and after school age - Google Patents
Teaching aid for digital teaching of children before and after school age Download PDFInfo
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- CN215495582U CN215495582U CN202121420836.9U CN202121420836U CN215495582U CN 215495582 U CN215495582 U CN 215495582U CN 202121420836 U CN202121420836 U CN 202121420836U CN 215495582 U CN215495582 U CN 215495582U
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Abstract
The utility model discloses a teaching aid for digital teaching of children before and after school age, which comprises a set of digital teaching aids, wherein each digital teaching aid is of a three-dimensional structure; the digital teaching aid comprises a digital main body for representing quantity and a three-dimensional quantity characterization object corresponding to the digital main body in quantity. According to the utility model, through the main body for representing the number and the three-dimensional number characterizers with the number corresponding to the main body, the children can intuitively recognize the number concept of the numbers by counting the three-dimensional number characterizers, so that the children can conveniently understand the meaning of the numbers, the cultivation of the number sense of the children is enhanced, the blind children can easily recognize the concepts of the numbers and the number, meanwhile, the digital teaching aid can rotate around the rotating shaft to truly demonstrate the essential meaning of addition and subtraction operation, the digital learning efficiency is relatively higher, and the learning of the addition and subtraction operation is facilitated.
Description
Technical Field
The utility model relates to a teaching aid, in particular to a teaching aid for digital teaching of children before and after school age.
Background
The number itself is a written symbol for representing the number, and has no substantial meaning in the entity, and when the digital enlightenment or education is performed on children (infants) before and after the school age, the infant is difficult to establish the concept of the number, so that the infant is inconvenient to understand the number, and the learning efficiency is not high; if the three-dimensional numbers and the objects with the corresponding number are put together for demonstration, the demonstration state is unstable because the objects with the corresponding number are not effectively connected with the three-dimensional numbers into a whole, and is not convenient for holding by hand, moving or demonstrating more freely; when the arithmetic knowledge is taught to the children before and after the school age, if the teaching is purely based on oral and/or body language, the children are easy to be tired, and the learning efficiency is low.
The current digital (mathematics) enlightenment of the children also adopts the conventional teaching in the forms of games, children songs, figures with pictures and the like, and the children are difficult to quickly establish the digital quantity concept or the commonly-described 'number sense' cognition in the actual teaching process, so that the learning efficiency is low; in addition, the existing three-dimensional digital toy is a pure three-dimensional digital toy, the three-dimensional digital toy does not have a rotating shaft center, so that the three-dimensional digital toy can rotate around the rotating shaft center in a pairwise combination manner, addition and subtraction operation cannot be demonstrated in the rotating process, and the interesting and mathematical operation demonstration functions are lacked.
At present, numbers and objects with corresponding quantity are printed on the flat surfaces of some cards, but the quantity of the pure flat printed products is not enough in reality sense and is not enough in interest of playing.
At present, some three-dimensional numbers exist, articles such as cards or balls with corresponding numbers are placed near the three-dimensional numbers when the numbers are demonstrated, but the articles and the numbers with corresponding numbers cannot be stably connected together, and the relationship between the numbers and the numbers is easily damaged, so that the existence of durability is not easily maintained.
Therefore, the current infant digital enlightenment teaching has the defects that the infant cannot effectively establish a digital quantity concept, the learning quality is low, the function is single, and the relation between the quantity and the number is unstable, and the digital quantity concept cannot be established for the children with the blind.
SUMMERY OF THE UTILITY MODEL
The utility model aims to provide a teaching aid for digital teaching of children before and after school age. The demonstration device connects numbers and corresponding numbers of demonstration objects into a whole, each demonstration object is an independent integral three-dimensional structure, and the demonstration device has the advantages of enabling infants to quickly and effectively establish number concepts, being relatively high in learning efficiency, good in integral stability, convenient to carry or move, strong in interestingness and having an addition and subtraction operation demonstration function.
The technical scheme of the utility model is as follows: the teaching aid for digital teaching of the children before and after school age comprises a set of digital teaching aids, wherein each digital teaching aid is of a three-dimensional structure; each digital teaching aid comprises a digital main body for representing the number and a three-dimensional number representation object with the number corresponding to the digital main body.
In the teaching aid for digital teaching of children before and after school age, the digital main body is a three-dimensional structure for representing the specific number of the digital teaching aid, and the digital main body is a three-dimensional digital structure or a common three-dimensional structure with printed numbers on the surface; the number can be various numbers such as Arabic number, Latin number and the like; the three-dimensional quantity characterization object is a three-dimensional structure for counting, and can be a three-dimensional structure in the shape of a sphere, a fruit shape, an animal shape or a special-shaped sphere and the like.
In the teaching aid for digital teaching of children before and after school age, the digital main body can also be in a card structure.
In the teaching aid for digital teaching of children before and after school age, the digital main body and the three-dimensional quantity characterization object cannot sense the three-dimensional characteristics of the children by using vision or touch without being influenced by the connecting object.
In the teaching aid for digital teaching of children before and after school age, each digital main body is provided with a rotating assembly for rotation; the three-dimensional quantity characterization object can be uniformly arranged outside the digital main body in a fully or partially shielded manner; one or more of the three-dimensional quantitative characterizers of one digital main body can be shielded by the three-dimensional quantitative characterizer of another digital main body with a subtraction effect under a certain view angle in the process of rotating around the rotating shaft center of the rotating assembly.
In the teaching aid for digital teaching of children before and after school age, the digital main body is a three-dimensional number.
In the preceding back children digital teaching of school age uses teaching aid, the digit main part is three-dimensional digit, every all be equipped with in the digit main part and be used for pivoted runner assembly.
In the teaching aid for digital teaching of children before and after school age, the digital main body is of a transparent three-dimensional hollow structure; the three-dimensional quantity characterization object is a small ball and is packaged in the digital main body; the three-dimensional quantity characterizers can move due to the shaking of the digital main body and collide with each other to generate sound.
In the teaching aid for digital teaching of children before and after school age, the three-dimensional quantity characterization object is a three-dimensional structure for representing quantity, and one three-dimensional quantity characterization object represents one unit in quantity.
In the teaching aid for digital teaching of children before and after school age, each three-dimensional quantity token is connected with the digital main body through a connecting rod; the three-dimensional quantity characterizers are uniformly distributed outside the digital main body at equal angles; the angle of a spacing angle formed between the three-dimensional quantity characterizers outside each digital main body and corresponding to the rotating assembly is the same; when the two digital main bodies rotate around the rotating axes formed by the two rotating assemblies, one or more of the three-dimensional quantity characterizers of one digital main body are sequentially shielded by the three-dimensional quantity characterizers of the other digital main body under a visual angle, so that the shielding with a subtraction effect is realized.
In the teaching aid for digital teaching of children before and after school age, the rotating assembly comprises a through hole arranged on the digital teaching aid and a rotating rod corresponding to the through hole and serving as a rotating shaft; the dwang can insert and mutually support in the through-hole, makes the digital teaching aid can revolute the dwang and rotate each other.
In the teaching aid for digital teaching of children before and after school age, the rotating assembly comprises a groove arranged on one surface of the digital teaching aid and a rotating shaft which is arranged on the other surface of the digital teaching aid, corresponds to the groove and can rotate in a matching manner with the groove; the recess on another digital teaching aid can be put into to the pivot on the digital teaching aid to make two digital teaching aids can wind the axle center of pivot carries out mutual rotation.
In the teaching aid is used in the digital teaching of back children before the aforementioned school age, three-dimensional quantity token is connected for dismantling with the digital main part.
In the teaching aid for digital teaching of children before and after school age, the fact that the three-dimensional quantity characterizers are uniformly connected to one or more parts outside the digital main body at equal angles around the rotating axis of the rotating assembly means that the three-dimensional quantity characterizers are connected to one or more point positions outside the digital main body, the three-dimensional quantity characterizers are not wrapped by the digital main body or wrapped in a large-area manner and cannot observe or touch most surfaces of the three-dimensional quantity characterizers, namely the digital main body and the three-dimensional quantity characterizers cannot sense the three-dimensional characteristics of the three-dimensional quantity characterizers by vision or touch due to the influence of the connectors.
In the preceding back children of the school age teaching aid for digital teaching, "digital main part constitutes an independent digital teaching aid wholly with the three-dimensional quantity token that corresponds quantity" means that digital main part and the three-dimensional token that corresponds quantity are retrained as a whole, even if work as digital teaching aid is the integrated configuration of split, and digital main part and three-dimensional quantity token still can keep being connected under the binding force effect between digital main part and the three-dimensional quantity token when any position of digital teaching aid is by normal centre gripping (the effect of non-destructive power), and digital teaching aid can be taken up wholly or remove wantonly and be difficult to the disintegration. Such means of restraint include the use of tie bars, wires, adhesive or encapsulation of the volumetric quantity characterizer inside.
In the teaching aid for digital teaching of children before and after school age, the set of digital teaching aid means two or more digital teaching aids (i.e. not containing 0) with a characteristic numerical value greater than 1, i.e. the set of digital teaching aid should be at least not less than two, and the two digital teaching aids may be the same or different, for example, two digital teaching aids simultaneously representing 10, 20 or 50; preferably, the set of digital teaching aids typically has a number in the range of 1-10 or 1-20.
In the teaching aid for digital teaching of children before and after school age, the three-dimensional quantity characterization object is printed with patterns which are matched with each other logically; the patterns are matched with each other logically, namely the patterns are the same in addition operation and are patterns such as cat and fish, monkey and peach, rabbit and radish and the like in subtraction operation, so that an intuitive addition and subtraction demonstration effect can be formed logically.
Compared with the prior art, the number main body representing the number and the three-dimensional number characterizers with the number corresponding to the number main body can be directly and stably associated, so that a child can intuitively recognize the number concept of the number by counting the number of the three-dimensional number characterizers, and the inevitable relation between the number and the number is established through the stable connection, so that the child can conveniently understand the substantial meaning of the number, the cultivation of the number sense of the child is strengthened, and the digital learning efficiency is relatively higher; meanwhile, the digital main body and the three-dimensional quantity token can be stably connected together, the stability is better, the corresponding relation between the quantity and the quantity can be stably demonstrated, and the carrying is convenient.
Therefore, the utility model has the advantage of enabling the children to quickly and effectively establish digital concepts and enabling the learning efficiency to be relatively higher.
Furthermore, the utility model has simple structure, relatively low manufacturing cost and convenient popularization and application.
The utility model can also be matched with each other for use, the rotating components between the two are matched for action, the angle between the two is changed through rotation, and the addition and subtraction operation demonstration of the rotation around the shaft has true mathematical calculation effect, thereby being convenient for children to understand and learn.
The utility model can also be additionally provided with a sounding component, and when a child shakes the toy, the toy can make a sound, so that the toy is more interesting.
The main body and the three-dimensional quantity characterization object can be respectively provided with corresponding cartoon patterns, such as monkeys, peaches, cats, fishes and the like, so that the interestingness is increased, the interest of infants is enhanced, and the learning efficiency of the infants is improved.
The direct combination of the three-dimensional numbers and the corresponding number of three-dimensional characterizers also has the advantage of facilitating the blind children to quickly know the numbers and the number.
Drawings
FIG. 1 is a schematic structural view of embodiment 1 of the present invention;
FIG. 2 is a bottom view of embodiment 1 of the present invention;
FIG. 3 is a schematic sectional view showing embodiment 2 of the present invention;
FIG. 4 is a schematic sectional view showing embodiment 3 of the present invention;
FIG. 5 is a schematic structural view of example 7 of the present invention;
FIG. 6 is a schematic structural view of embodiment 8 of the present invention;
FIG. 7 is a diagram showing the effect of addition in embodiment 6 of the present invention;
FIG. 8 is a graph showing the effect of subtraction in embodiment 6 of the present invention;
fig. 9 is a schematic structural view of embodiment 6 of the present invention.
The labels in the figures are: 1-main part, 11-rotating shaft, 12-groove, 2-cylindrical mark rod, 21-connecting rod, 3-hollow structure and 4-small ball.
Detailed Description
The utility model is further illustrated by the following figures and examples, which are not to be construed as limiting the utility model.
Example 1. Teaching aid is used in teaching of children's number before and after the school age, constitute as shown in fig. 1-2, including the digital teaching aid of a set of from 1 to 20 digital shapes, every digital teaching aid is a spatial structure, every digital teaching aid all includes the digital main part 1 that shows quantity and the three-dimensional quantity token of the corresponding quantity of digital main part 1.
One side of each digital main body 1 is provided with a groove 12, and the other side of each digital main body is provided with a rotating shaft 11 corresponding to the groove 12.
The three-dimensional quantity characterization object is a cylindrical mark rod 2, and each cylindrical mark rod 2 is connected with the main body 1 through a connecting rod 21; the cylindrical marker bars 2 are uniformly distributed on the outer side of the digital main body 1, and the angles of the spacing angles formed by all the adjacent cylindrical marker bars 2 and the axis of the rotating shaft 11 are the same.
Example 2. Teaching aid is used in teaching of children's figure before and after the school age, constitute as shown in figure 3, including the digital teaching aid of one set from 0 to 20 digital shapes, every digital teaching aid is a spatial structure, every digital teaching aid all includes the digital main part 1 that shows quantity and the three-dimensional quantity token of the corresponding quantity of digital main part 1.
One side of each digital main body 1 is provided with a groove 12, and the other side of each digital main body is provided with a rotating shaft 11 corresponding to the groove 12.
The three-dimensional quantity characterization object is a small ball 4; the inside of the digital main body 1 is a hollow structure 3, and the small ball 4 is positioned in the hollow structure 3; the digital body 1 is made of transparent material.
Example 3. Teaching aid is used in teaching of children's figure before and after the school age, constitute as shown in figure 4, including the digital teaching aid of one set from 0 to 20 digital shapes, every digital teaching aid is a spatial structure, every digital teaching aid all includes the digital main part 1 that shows quantity and the three-dimensional quantity token of the corresponding quantity of digital main part 1.
One side of each digital main body 1 is provided with a groove 12, and the other side of each digital main body is provided with a rotating shaft 11 corresponding to the groove 12.
The three-dimensional quantity characterization object comprises two sets of cylindrical target rods 2 and small balls 4; each cylindrical mark stick 2 is connected with the digital main body 1 through a connecting rod 21; the cylindrical mark bars 2 are uniformly distributed on the outer side of the digital main body 1, and the angle of the spacing angle formed by all the adjacent cylindrical mark bars 2 and the axis of the rotating shaft 11 is the same; the inside of the digital main body 1 is a hollow structure 3, and the small ball 4 is positioned in the hollow structure 3; the digital body 1 is made of transparent material.
Example 4. Teaching aid is used in teaching of children's number before and after the school age, including the digital teaching aid of one set from 0 to 20 digital shapes, every digital teaching aid is a spatial structure, every digital teaching aid all includes the digital main part 1 that represents quantity and the three-dimensional quantity token of the corresponding quantity of digital main part 1.
One side of each digital main body 1 is provided with a groove 12, and the other side of each digital main body is provided with a rotating shaft 11 corresponding to the groove 12.
The three-dimensional quantity characterizers are beads, and each bead penetrates through the straight rod and is connected with the digital main body 1.
The bottom of the digital main body 1 is provided with a linear connecting column, and the side wall of the digital main body 1 is provided with an arc connecting column; the linear connecting column and the arc connecting column are respectively sleeved with beads with the number corresponding to that of the digital main body 1.
Example 5. Teaching aid is used in teaching of children's number before and after the school age, including the digital teaching aid of one set from 0 to 20 digital shapes, every digital teaching aid is a spatial structure, every digital teaching aid all includes the digital main part 1 that represents quantity and the three-dimensional quantity token of the corresponding quantity of digital main part 1.
One side of each digital main body 1 is provided with a groove 12, and the other side of each digital main body is provided with a rotating shaft 11 corresponding to the groove 12.
The three-dimensional quantity characterizers are beads, and each bead is penetrated through by a steel wire (or an elastic wire) and connected with the digital main body 1.
Example 6. As shown in fig. 9, the two digital teaching aids 5 are respectively referred to as a digital teaching aid 5 and a digital teaching aid 5B, the three-dimensional quantity characterizer of the digital teaching aid 5 a is longer than the three-dimensional quantity characterizer of the digital teaching aid 5B from the rotation axis, and the three-dimensional quantity characterizer of the digital teaching aid 5 a can shield the three-dimensional quantity characterizer of the digital teaching aid 5B to represent the subtraction by shielding, so that the true-to-true effects of "5 subtracting 1 from 4" to "5 subtracting 2 from three" can be demonstrated at the viewing angle (the viewing angle perpendicular to the viewing angle of the number) on one side of the three-dimensional quantity characterizer of the digital teaching aid;
the tail end of the connecting rod 21 of the digital teaching aid 5B can also be connected with 5 solid peaches or a solid structure with peaches printed on the surface, and the tail end of the connecting rod 21 of the digital teaching aid 5A is a solid monkey or a solid structure with a monkey printed on the surface; the connecting rod 21 of the A digital teaching aid 5 is longer than the connecting rod 21 of the B digital teaching aid 5, when the two digital teaching aids 5 (the A digital teaching aid 5 and the B digital teaching aid 5) rotate around the rotating shaft formed by the A digital teaching aid and the B digital teaching aid, the position and the size of a monkey on the A digital teaching aid 5 are enough to shield bananas on the B digital teaching aid 5 in sequence on one side of a three-dimensional token of the digital teaching aid,
fig. 9 illustrates the effect of blocking a small cylinder by a small plate on the side of the digital teaching aid. Obviously, if the small plate in fig. 9 is provided with a hollowed monkey mouth, the three-dimensional quantity characterization object (e.g. peach, banana) behind the small plate can be seen through the monkey mouth to the side, which is also within the protection scope of the present application.
Example 7. As shown in fig. 5, the digital body 1 is composed of a three-dimensional number and a circular plate at the bottom of the three-dimensional number, and the three-dimensional number characterizer is a small ball and is connected to the circular plate under the digital body.
Example 8. As shown in fig. 6, the digital main body 1 is a three-dimensional arabic numeral, the three-dimensional quantity characterization object is a 5 small cylinder, the digital main body 1 and the three-dimensional quantity characterization object are connected by being fixed on a correspondingly hollowed plate, the diameter of the small cylinder is larger than or equal to that of a cylindrical groove for placing the cylinder, and the small cylinder cannot easily fall out of the plate due to friction between the groove and the small cylinder when the small cylinder is placed in the groove.
Application method of the utility model
For addition: as shown in fig. 7, the digital teaching aid of the number 5 and the digital teaching aid of the number 5 are spliced into a whole through the rotating shaft 11 and the groove 12, and the digital main body 1 of the digital teaching aid of the number 5 is rotated, so that the respective three-dimensional quantity characterizers of the two are staggered.
And when the number of the total three-dimensional quantity characterizers is counted, the addition result is obtained, so that the children can conveniently understand the numbers and perform simple addition operation.
For subtraction:
(1) the implementation effect is similar to that of fig. 8. Demonstrate with two figures 5, when two digital teaching aids pivoting, the three-dimensional quantity token of one of them figure 5 is sheltered from, and when down seeing from above or observing on the three-dimensional quantity token side of digital main part 1, can demonstrate 5 and subtract the true subtraction effect that several remain several that are sheltered from.
(2) Banana peel and the picture of a monkey are respectively pasted on the cylindrical sighting rod 2 of the number 3 and the digital main body 1, and the picture of a banana is pasted on the cylindrical sighting rod 2 of the number 8. Splice into an organic whole and make digit 3's digital teaching aid be located digit 8's digital teaching aid top with digit 8's digital teaching aid and digit 3's digital teaching aid through pivot 11 and recess 12 to rotate digit 3's digital main part 1, make both respective cylindricality sighting rod 2 overlap each other. And when the banana tree is seen from one side, the subtraction operation is realized by counting the number of the residual bananas (the number of the non-overlapping cylindrical target rods 2). It is convenient for children to understand numbers and simple subtraction operation.
The digital main body and the three-dimensional quantity characterizer of each digital teaching aid form an independent whole, and the independent whole means that the three-dimensional quantity characterizer and the digital main body cannot be easily disintegrated under the action of random force during normal use due to the sufficient constraint effect between the three-dimensional quantity characterizer and the digital main body. The overall concept of the utility model is illustrated by the following examples.
In embodiment 7, the digital body 1 is composed of a three-dimensional number and a circular plate below the three-dimensional number, and the three-dimensional number characterizer is directly connected and fixed with the plate-shaped structure of the digital body 1 to form an independent whole. In order to avoid that the three-dimensional quantity characterizer and the digital main body 1 are easy to separate and lose integrity, the three-dimensional quantity characterizer and the digital main body 1 can be integrally formed, fixed by gluing or fixed by connecting nails, screws and the like, and also can be connected by a building block type buckle structure, and the connection mode of the three-dimensional quantity characterizer and the digital main body 1 keeps the integrity of the digital teaching aid;
if a shallow groove for placing the round balls is arranged on the circular plate of the digital main body 1, when the round balls are placed on the groove, the round balls serving as the three-dimensional quantity characterizer and the digital main body 1 are easily separated when the digital teaching aid is turned, erected, moved or acted by random force during normal use, and the digital main body and the round balls are not provided with enough constraint force to keep integrity, so that the digital main body and the round balls are only temporarily placed together, do not have the integrity characteristic of the utility model, and do not have the stability of connection of the digital main body 1 and the three-dimensional quantity characterizer;
if the groove for placing the ball is deep enough and the diameter of the groove is slightly smaller than that of the ball, when the ball is placed in the groove, the groove can form enough friction force on the ball, so that the digital teaching aid cannot easily fall off when being held by hand, erected, turned over and moved normally, and the digital main body 1 and the ball form an independent whole and have the integrity of the utility model.
In the embodiment 8, the three-dimensional numbers and the corresponding three-dimensional number characterizers are detachable and are connected into a whole by the bottom plate with the groove.
It is clear that any teaching aid for digital teaching of preschool and postschool children according to any claim of the present invention can be connected to form a single digital teaching aid if the teaching aids are detachably connected, and the teaching aids are within the scope of the present invention.
The above examples are only some of the preferred embodiments of the present invention, and other variations are possible within the scope of the claims of the present invention, and are not intended to limit the present application.
Claims (10)
1. Teaching aid is used in teaching of children's figure before and after the school age, including one set of digital teaching aid, its characterized in that: each digital teaching aid comprises a digital main body (1) for representing the number and a three-dimensional number representation object with the number corresponding to the digital main body (1).
2. A teaching aid for digital teaching of pre-and post-school children according to claim 1, wherein: each digital main body (1) is provided with a rotating assembly used for rotating.
3. A teaching aid for digital teaching of pre-and post-school children according to claim 1, wherein: the digital main body (1) is a three-dimensional number.
4. A teaching aid for digital teaching of pre-and post-school children according to claim 1, wherein: the digital main body (1) is a three-dimensional digital body, and each digital main body (1) is provided with a rotating assembly used for rotating.
5. A teaching aid for digital teaching of pre-and post-school children according to claim 3, wherein: the digital main body (1) is a transparent three-dimensional hollow digital; the three-dimensional quantity characterizer is packaged inside the digital main body (1).
6. A teaching aid for digital teaching of pre-and post-school children according to claim 2, wherein: the three-dimensional quantity characterizer is uniformly connected to one or more parts outside the digital main body (1) at equal angles around the rotating shaft center of the rotating assembly; the space angles formed by the three-dimensional quantity characterizers outside each digital main body (1) and corresponding to the rotating assemblies are the same; the three-dimensional quantity token of two digital teaching aids can revolve the rotation axis relative rotation of rotation subassembly, one of them when rotatory the three-dimensional quantity token of digital teaching aid is by another one by one the three-dimensional quantity token of digital teaching aid shelters from.
7. A teaching aid for digital teaching of pre-and post-school children according to claim 4, wherein: the three-dimensional quantity characterizer is uniformly connected to one or more parts outside the digital main body (1) at equal angles around the rotating shaft center of the rotating assembly; the space angles formed by the three-dimensional quantity characterizers outside each digital main body (1) and corresponding to the rotating assemblies are the same; the three-dimensional quantity token of two digital teaching aids can be around digital teaching aid rotating assembly's rotation axis relative rotation, one of them when rotatory the three-dimensional quantity token of digital teaching aid is by another one by one the three-dimensional quantity token of digital teaching aid shelters from.
8. A teaching aid for pre-and post-school digital teaching of children according to claim 6 or 7, wherein: the rotating assembly comprises a through hole arranged on the digital teaching aid and a rotating rod corresponding to the through hole and used as a rotating shaft.
9. A teaching aid for pre-and post-school digital teaching of children according to claim 6 or 7, wherein: the rotating assembly comprises a groove (12) arranged on one surface of the digital teaching aid and a rotating shaft (11) which is arranged on the other surface of the digital teaching aid, corresponds to the groove (12) and can rotate in a matching manner with the groove (12).
10. A teaching aid for digital teaching of pre-school and post-school children according to any of claims 1, 2, 3, 4, 6 or 7, wherein: the three-dimensional quantity characterization object is detachably connected with the digital main body (1).
Applications Claiming Priority (2)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| CN202022829150 | 2020-11-30 | ||
| CN2020228291507 | 2020-11-30 |
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| CN215495582U true CN215495582U (en) | 2022-01-11 |
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