JP2006113491A - Guidance assisting tool - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide a guidance assisting tool for smoothly and accurately guiding a student in how to write a character while satisfying the demand for a face-to-face guidance. <P>SOLUTION: A card 1 has a display part (surface) that a teacher can view. The teacher uses the card 1 when guiding the student in writing the letter. The display part (surface) teaches a mirror character 10 and how to write the mirror character 10. <P>COPYRIGHT: (C)2006,JPO&NCIPI

Description

  The present invention relates to a teaching aid used when a teacher teaches a student a letter.

  First of all, “correct characters” described below are characters such as kanji, romaji, kana, etc., and “mirror characters” are “characters” with an imaginary line passing up and down the center of “characters”. It is a code that does not make sense as a character rotated 180 °.

When teaching letters, teachers wrote letters on a blackboard and presented examples of letters to students. At this time, for example, there are cases where a teaching aid such as that described in Japanese Patent Application Laid-Open No. 2004-151561 is displayed on the screen with the correct characters such as kana and kanji and the writing order. Then, the teacher writes the correct characters on the blackboard while looking at the correct characters displayed on the screen of the teaching aid.
JP 2000-200029

  The above-mentioned guidance on how to write characters using a blackboard or the like is troublesome because the teacher needs to turn to the student side and grasp the degree of understanding of the students while writing the characters on the blackboard or the like. Therefore, the teacher can eliminate the hassle if he / she meets the students and teaches how to write the letters by writing them blank. However, what teachers should write blank is mirror characters, which are positive characters from the perspective of students. Therefore, the teacher first starts empty writing after imagining a mirror character, but if accuracy is required, it takes a considerable amount of time to empty writing. In this case, waste of teaching time is inevitable.

  The present invention has been made in view of the above circumstances, and an object thereof is to provide a teaching aid for smoothly and accurately performing the guidance while satisfying the requirement of teaching students how to write letters by facing the students. It is to provide.

  The invention according to claim 1 is provided with a display unit that can be visually observed by the teacher, and in the teaching aid used when the teacher teaches the character by facing the student, the display unit teaches a mirror image of the character In addition, the gist is to teach how to write the mirror image.

  According to this configuration, it is possible to support the teacher's guidance when teaching characters by blank writing, and thus contribute to the smooth and accurate guidance of characters. In the invention according to claim 1, the character is defined. However, the “character” in the invention described in claim 1 is only a character whose order of writing is determined, such as hiragana, katakana, kanji, alphabet, etc. Is used as a concept that includes a drawing order determined in advance, for example, a picture drawn by a drawing song.

The gist of the invention according to claim 2 is the teaching assisting tool according to claim 1, wherein the display unit teaches at least one of a writing order of the mirror image and a starting point for each stroke.
According to this configuration, teachers do not have to be confused about the stroke order of each drawing, and the stroke of each stroke, which is important in the way of writing characters, so that teachers are not confused when teaching them in empty writing. Contributes to accuracy.

  The invention according to claim 3 is the instruction assisting device according to claim 1 or 2, further comprising a presentation unit capable of presenting the character to a student, wherein the display unit and the presentation unit are integrally formed front and back. The summary is as follows.

  According to this configuration, a teacher can be taught a mirror character and a student can be taught a character, so that it is easy to grasp a character that is blank, and the guidance of the character by blank writing is enhanced. Moreover, since the enhancement of the instruction of the characters can be realized with one tool, the functionality of the tool itself is enhanced.

  ADVANTAGE OF THE INVENTION According to this invention, the instruction | indication can be performed smoothly and correctly, satisfy | filling the request | requirement of teaching how to write a character facing a student.

(Embodiment 1)
Hereinafter, Embodiment 1 of a teaching aid will be described with reference to FIG. A mirror character card 1 for writing order guidance (hereinafter referred to as “card 1”) as a teaching aid according to the first embodiment is provided with a through hole 2 for passing a string or the like, and has a front surface and a back surface. One mirror letter 10 is printed on each card 1, and the cards 1 are bundled together as a bundle of cards 1 by passing a string through the through hole 2. At this time, the cards 1 are arranged, for example, in the order of “Aiueo”. On the surface of the card 1 as a display unit, a mirror character 10, a number 11, a left / right line 12, and an upper / lower line 13 that are mirror images of the character “A” are printed.

The card 1 has a square shape in which the ratio of length to width is 1: 1, and is formed in a size that can be carried by a teacher.
The mirror character 10 is printed in a size that occupies at least half of the card 1. The mirror character 10 is printed so that the line connecting the start point 14 and the end point 15 is connected without a break. The color of each line forming the mirror character 10 is unified in black.

  The numbers 11 are printed so as to correspond to the lines for each stroke forming the mirror character 10. The writing order of the mirror character 10 corresponds to the number 11 and the number 11 is printed near the start point 14 of each image of the mirror character 10.

  A left and right line 12 is printed on the card 1 as a line passing through the center of the mirror character 10 to the left and right. In addition, a vertical line 13 is printed on the card 1 as a line that passes vertically through the center of the mirror character 10. Therefore, the left and right lines 12 and the upper and lower lines 13 are orthogonal to each other, and the intersection is at a position that coincides with the center of the mirror character 10. Further, both the left and right lines 12 and the upper and lower lines 13 are constituted by dotted lines.

Next, the usage method of the mirror character card 1 for writing order guidance which concerns on Embodiment 1 is described.
When the teacher teaches the kana character “a”, the teacher finds the card 1 on which the mirror character 10 of “a” is printed from the bundle of cards 1 and visually checks the mirror character 10 and the number 11 to determine the student. Write the mirror letter 10 of “A” blank toward At this time, since the number 11 and the writing order of the mirror character 10 correspond to each other, the teacher performs empty writing with a finger for each stroke along the order of the number 11 attached to the mirror character 10. Since the numeral 11 is located in the vicinity of the start point 14 for each stroke of the mirror character 10, the teacher recognizes that the line end in the vicinity of the numeral 11 is the start point 14 of each image. Furthermore, the teacher writes the kana characters in a well-balanced manner with reference to the left and right lines 12 and the upper and lower lines 13 of the card 1 when writing each image of the kana characters.

Therefore, according to the mirror character card 1 for writing order guidance of the first embodiment, the following effects can be obtained.
(1) Since the mirror character 10 is printed on the card 1, it is possible to assist the teacher's guidance when teaching the character by empty writing facing the student. Therefore, it can contribute to smooth and accurate guidance of characters.

(2) Since the number 11 corresponds to the writing order of the mirror characters 10 for each stroke, it is possible to prevent the teacher from mistaking the writing order of the mirror characters 10 in advance.
(3) Since the number 11 is printed in the vicinity of the start point 14 for each stroke in the mirror character 10, it is possible to assist the teacher so that each image of the mirror character 10 can be blank-written with a correct stroke.

  (4) The intersection of the left and right lines 12 and the upper and lower lines 13 coincides with the center of the mirror character 10, and the mirror characters 10 are divided into four by the left and right lines 12 and the upper and lower lines 13. Therefore, the teacher refers to the left and right lines 12 and the upper and lower lines 13 of the card 1 so that the teacher can grasp the relative positional relationship for each stroke of the mirror character 10.

  (5) Since the cards 1 are stored in the order of “Aiueo”, it is easy for the teacher to find the cards 1 used for teaching from the bundle of cards 1. Therefore, it is possible to save the teacher from having to search for the card 1 used for teaching.

(6) Since the card 1 has a square shape and is just large enough to fit in the palm of the hand, the card 1 can be easily carried.
(7) Since all the lines for each stroke forming the mirror character 10 are unbroken lines, the mirror character 10 can be easily visually recognized.

(Embodiment 2)
Next, Embodiment 2 of the mirror character card 1 for writing order guidance will be described with reference to FIG. In addition, since the card | curd 1 which concerns on Embodiment 2 makes the premise structure the same as that of the card | curd of Embodiment 1, the difference between both is mainly demonstrated below.

  First, in the mirror character card 1 for writing order guidance according to the second embodiment, a mirror character 10 that is a mirror image of “ka” is formed by a hollow line. The number of strokes of the mirror character 10 is three strokes, and the mirror character 10 is composed of one stroke line 21, two stroke lines 22, and three stroke lines 23, which are lines of one stroke, two strokes, and three strokes. A solid line diagonal line, a dotted line diagonal line, and a solid line crossing line are printed on the hollowed out portions (blank portions) of the 1st drawing line 21, the 2nd drawing line 22, and the 3rd drawing line 23, respectively. The solid line diagonal line, the dotted line diagonal line, and the solid line crossing line are assigned so that the line types are different for each writing order. In the second embodiment, the first line is the solid diagonal line, and the second stroke is the line. A solid cross line is assigned to the dotted diagonal line and the third stroke line.

The double circle 24 is printed in the vicinity of the start point of the first drawing line 21, the second drawing line 22, and the third drawing line 23 with the same size as the thickness of the line forming the mirror character 10.
And if it is comprised like the mirror character card 1 for writing order guidance which concerns on Embodiment 2, the usage method is the same as that of the mirror character card 1 for writing order guidance which concerns on Embodiment 1. FIG.

According to the mirror character card 1 for writing order guidance of the second embodiment, in addition to the effects of the first embodiment, the following effects can be obtained.
(8) A solid line diagonal line, a dotted line diagonal line, and a solid line intersection line assigned for each stroke order are printed in the blank part of the hollow line forming the mirror character 10. Therefore, the teacher can grasp the correspondence between the solid line oblique line, the dotted line oblique line, the solid line crossing line, and the writing order, so that the mirror character 10 can be empty-written in the correct writing order.

  (9) Since the double circle 24 is printed in the vicinity of the start points of the first stroke line 21, the second stroke line 22, and the third stroke line 23, the teacher can grasp the start point for each stroke of the mirror character 10. . Therefore, since the card 1 supports smooth and accurate recognition of the starting point 14 of the mirror character 10, it is possible to realize that the teacher writes the mirror character 10 empty with a correct brush stroke.

In addition, you may change each said embodiment as follows.
In each embodiment, the cards 1 are bundled by passing the string through the through hole 2 to form one bundle, but the cards 1 may not be bundled. For example, a case for the card 1 may be created and the card 1 may be stored in the case.

In each embodiment, the shape of the card 1 is square, but it may not be square. For example, the shape of the card 1 may be rectangular or circular.
In each embodiment, the mirror character 10 is printed on the card 1. However, the mirror character 10 is not necessarily printed on the card 1. For example, the mirror character 10 may be printed on a book. Further, if the mirror character 10 can be displayed, it is not necessary to be a printed matter, and the mirror character 10 may be displayed by an electronic device including a display unit.

  In each embodiment, the cards 1 are arranged in the order of “Aiueo”, but may not be in the order of “Aiueo”. For example, the vowels may be grouped and arranged with the same character. What is important here is that arranging the cards 1 according to a certain rule saves as much trouble as possible when searching for the cards 1 required by the teacher.

  O The left-right line 12 and the up-and-down line 13 do not need to be a horizontal line and a vertical line. What is important here is that the purpose is to make it easy to grasp the positional relationship between the images of the mirror character 10, so that, for example, if the object can be achieved, it will be configured with lines that surround the kanji characters in the kanji. You may do it.

  A plurality of left and right lines 12 and up and down lines 13 may be printed. In this case, if the line divides the mirror character 10 into equal parts, it is easy to grasp the relative positional relationship for each stroke, so the arrangement of the line must also be considered. That is, if the relative positional relationship for each stroke is easy to grasp, the line may not be a line that divides the mirror character 10 into equal parts.

O You may abbreviate | omit either the left-right line 12 or the up-down line 13. The line types of the left and right lines 12 and the upper and lower lines 13 may not be dotted lines. For example, a solid line, a one-dot chain line, or the like may be used.
In each embodiment, the number 11 or double circle 24 is printed in the vicinity of the starting point of the line forming the mirror character 10 for each stroke to teach the teacher the starting point for each stroke. Alternatively, the number 11 or the double circle 24 may be printed so that the start point and end point of each image can be recognized. Furthermore, the line type of the tip part of the line forming the mirror character 10 and the other part are printed separately so that the teacher can recognize the difference between the line end part of the line forming the mirror character 10 and the other part. May be.

  In each embodiment, a mirror image of hiragana such as “a” and “ka” is used as the mirror character 10, but the character used as the mirror character 10 may be a character such as katakana, kanji, or alphabet. In addition, as long as there is a writing order, a picture drawn by a drawing song may be used.

  In the first embodiment, the number 11 is used to teach the teacher the writing order of the mirror character 10, but the number 11 may not be used. For example, codes such as “circle”, “triangle”, “square”, and the like may be used. However, in this case, it is necessary to define the type of code assigned to each stroke based on the writing order of the mirror characters 10.

  ○ In Embodiment 1, nothing was printed on the back surface. However, for example, “correct characters” may be printed using the back side as the presentation unit. With such a configuration, since the front and back surfaces are integrated, the card 1 visually presents the “mirror character” displayed on the display unit while presenting the “correct character” to the student. , Guidance of characters by empty writing is realized. Therefore, it is possible to easily grasp characters that are blank, and to enhance the guidance of characters by blank writing. Moreover, since it can enrich instruction | indication of a character with one card | curd, without making it a separate member, the functionality as the card | curd 1 can be improved.

  In the second embodiment, solid line diagonal lines, dotted line diagonal lines, and solid line intersection lines are printed in the blank portions of the 1st drawing line 21, the 2nd drawing line 22, and the 3rd drawing line 23, respectively, but other line types may be used. Alternatively, the 1-line 21, the 2-line 22, and the 3-line 23 may be printed in different colors. In this case, however, it is necessary to define the type of color to be assigned to each stroke based on the writing order of the mirror characters 10.

  In the second embodiment, the double circle 24 is printed in the vicinity of the starting point of the line forming the mirror character 10, but the double circle 24 may not be printed. For example, the double circle 24 may be changed to print a circle or a triangle.

Next, technical ideas that can be grasped from the above embodiments and other examples will be added.
(A) The display unit displays a code, and the code teaches at least one of a writing order of the mirror image, a start point for each stroke, and an end point for each stroke. Tools.

  (B) The display unit displays a line that equally divides the mirror image.

The figure which shows the mirror character card for writing order guidance in Embodiment 1. FIG. The figure which shows the mirror character card for writing order guidance in Embodiment 2. FIG.

Explanation of symbols

1 ... Mirror character card for instruction in stroke order, 10 ... Mirror character, 11 ... Number, 14 ... Start point (for each stroke of mirror character), 15 ... End point (for each stroke of mirror character), 24 ... Double circle .

Claims (3)

In a teaching aid that has a display that can be seen by the teacher and that the teacher uses to face the students and teach the characters,
The display assisting device teaches a mirror image of the character and teaches how to write the mirror image. The teaching aid according to claim 1,
The teaching assisting tool, wherein the display unit teaches at least one of a writing order of the mirror image and a starting point for each stroke. The teaching aid according to claim 1 or 2,
A teaching aid, further comprising a presentation unit capable of presenting the character to a student, wherein the display unit and the presentation unit are formed integrally with each other.

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