JP2006346139A - Intellectual training puzzle, and intellectual training puzzle set - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To gradually raise a trainee's cognitive level in an intellectual training puzzle, and to make the intellectual training puzzle effective not only in the intellectual training of toddlers, but also in the rehabilitation for a person in whose brain a handicap has occurred resulting from an accident, a disease, and aging and so forth as well. <P>SOLUTION: This intellectual training puzzle 1 is constituted of a base plate 2 on which a base plate recess section 2a having a non-rotary symmetrical shape is provided, intermediate members 3 and 4 which are fitted in the base plate recess section 2a and are split in two, and character members 5, 6 and 7. In this case, on the character members 5, 6 and 7, pictures of an old man 5a, an old woman 5a and a large peach 7a which are characters in a scene in which the old woman picks up the large peach are respectively printed with full colors on the surfaces by an inkjet printer. The trainee fits the intermediate members 3 and 4 in the base plate recess section 2a, and further fits the character members 5, 6 and 7 in the recess sections of the intermediate members 3 and 4 in order as an instructor tells the story. Thus, the cognitive level in language or the cognitive lever of time series of the trainee can gradually be improved. <P>COPYRIGHT: (C)2007,JPO&INPIT

Description

  The present invention relates to an educational puzzle and an educational puzzle set that can be applied to rehabilitation (occupational therapy) for a person whose brain has been damaged due to intelligence development of an infant, accident, illness, aging, or the like.

  Various educational toys such as educational puzzles have been used for the purpose of rehabilitation (occupational therapy) for people whose brain has been damaged due to intelligence development, accidents, illness, aging, etc. of infants. Examples of such educational puzzles include the invention of “Replacement Puzzle” described in Patent Document 1, the invention of “Composite Puzzle” described in Patent Document 2, and the like.

  In the “replacement puzzle” described in Patent Document 1, the puzzle pieces having the same shape on which the hiragana and the pattern are printed are arranged and fitted in a 50-sound order on a puzzle board in which a plurality of animal patterns are drawn in one corner. A plurality of first fitting recesses arranged vertically and horizontally, and a second fitting recess having the same shape as the first fitting recess capable of fitting the puzzle pieces provided in the pattern portions of the animals. For example, “What is the character possessed by Kuma-san?” Or “Let ’s have the character“ A ”in the hand of the pig” ”can be exchanged with the guardian. Unlike a simple 50-note table, you can learn hiragana more effectively.

Further, in the “composite puzzle” described in Patent Document 2, a puzzle is played by inserting a plurality of puzzle pieces into predetermined positions into a plurality of fitting recesses arranged on a puzzle board to complete a predetermined pattern. In this case, an infant can quickly get bored by removing the plurality of puzzle pieces from the mating recess so that they can perform at least one other play such as a sex play and a dress-up play. It is devised so as not to stray.
JP 2002-273028 A JP 2003-71125 A

  However, in the educational puzzles described in Patent Document 1 and Patent Document 2 described above, even if it is effective for the intellectual education of infants, rehabilitation of persons whose brains have been damaged due to accidents, illnesses, aging, etc. ( It is not suitable for occupational therapy, and cannot be applied to the purpose of gradually improving the level of recognition, such as language understanding, time-series understanding, and right / left recognition of puzzle pieces (space recognition). was there.

  Therefore, the present invention can gradually raise the cognitive level of the educated child, and is effective not only in the intellectual education of infants, but also in the rehabilitation of people whose brains are damaged due to accidents, illnesses, aging, etc. It is an object of the present invention to provide an educational puzzle and an educational puzzle set that can be raised.

  The educational puzzle according to the first aspect of the present invention is an educational puzzle consisting of a flat plate having a thickness, and a member on which a pattern is drawn on a substrate provided with a substrate recess having an upper surface recessed in a central portion or the like. Is an educational puzzle that completes a scene of a story according to a time series and / or a state of a scene by sequentially inserting the board, the board composed of the flat plate, and a person / animal appearing in the scene of the story A character member such as an inanimate character has a plurality of character members drawn on the surface, and a character concave portion and / or a character penetration portion into which all or a part of the plurality of character members are respectively fitted, and is fitted into the substrate concave portion. An intermediate member that is integrated or divided into two or more parts is provided.

  An educational puzzle according to a second aspect of the present invention is the educational puzzle according to the first aspect, wherein the substrate recess has a non-rotationally symmetric shape and is shallow in depth, and the character is on the surface of each of the plurality of character members. It is drawn with color.

  The educational puzzle according to a third aspect of the present invention is the educational puzzle according to the first or second aspect, wherein the peripheral portion of the substrate and the concave portion of the substrate are drawn with a colored background, and the concave portion of the substrate is also formed on the intermediate member. The center part of the background is drawn in color so that the background does not change except for the part that changes with the progress of the story when it is inserted into the character, and the character member can be inserted only in the order of appearance in the story As described above, a part of the character member of the character that appears first is provided with a step portion and / or a partial recess that fits part or all of the character member of the character that appears later. .

  The educational puzzle according to a fourth aspect of the present invention is the educational puzzle according to any one of the first to third aspects, wherein the substrate, the intermediate member, and the character member are printed on wood.

  An educational puzzle according to a fifth aspect of the invention is the educational puzzle according to any one of the first to third aspects, wherein the substrate, the intermediate member, and the character member are printed on a plastic pattern.

  The educational puzzle according to a sixth aspect of the present invention is the educational puzzle according to any one of the first to fifth aspects, wherein the size of the character member is set so as not to enter the mouth of the infant and / or the central portion of the character member. A through-hole is drilled.

  An educational puzzle according to a seventh aspect of the present invention is the educational puzzle according to any one of the first to sixth aspects, wherein the story is based on a Japanese old tale.

  An educational puzzle set according to an invention of claim 8 includes a plurality of educational puzzles according to any one of claims 1 to 7 such that each of the plurality of scenes of the story is completed according to the progress of the story. It is a set of educational puzzles.

  According to a ninth aspect of the present invention, there is provided an educational puzzle set according to the eighth aspect, wherein each scene of the plurality of stories is made into a plurality of sets so as to express the succession of the story.

  The educational puzzle set according to the invention of claim 10 is the educational puzzle set according to claim 8 or claim 9, wherein the shape and size of the substrate recesses provided in each substrate constituting the plurality of educational puzzles are the plurality of educational puzzles. Among them, at least two sets are the same.

  The educational puzzle according to the first aspect of the present invention is an educational puzzle consisting of a flat plate having a thickness, and a member on which a pattern is drawn on a substrate provided with a substrate recess having an upper surface recessed in a central portion or the like. It is an educational puzzle that completes a scene of a story in time series and / or as a state of a scene by sequentially inserting the board, and a person, an animal, an inanimate object, etc. appearing in the scene of the story The character has a plurality of character members each drawn on the surface, and a character concave portion and / or a character penetration portion into which all or a part of the plurality of character members are respectively fitted, and is integrated into two or more to be fitted into the substrate concave portion. And a divided intermediate member.

  Here, the materials of the substrate, intermediate member, and character member are of various materials such as wood such as plywood, plastics such as ABS resin, paper materials such as cardboard, and ceramics baked with patterns. Can be used. In addition, “(painted) is drawn” is not limited to the case where a person draws a picture with a paint brush using watercolor paint, oil paint, etc., and the picture is printed by an inkjet printer, a laser printer, an offset printer, or the like. Or a case where a thin piece such as paper or sheet on which a pattern is drawn or printed is attached to a base material.

  In addition, the character members include both those in which only characters such as characters appearing in the story are drawn on the surface and those in which the background around the character is drawn on the surface together with the characters. .

  In addition, “having a character recess and / or character penetration” means that there are one or more character recesses, only one or more character penetrations, and a character recess. The meaning includes all cases such as a case where one or two or more character penetrating portions are provided.

  Further, the intermediate member may be an integral member or may be divided into two or more. However, when the fitting between the substrate recess and the intermediate member is close, the integral intermediate member is difficult to fit because it is difficult for air to escape. On the other hand, the intermediate member divided into two or more does not have such a problem, and the more members that make up the educational puzzle, the more the interest of the educated person and the sense of achievement when completed. The intermediate member divided into two or more is more preferable.

  In this way, it was completed by making a puzzle that fits each member with a pattern made of a flat plate having a thickness on a substrate with a substrate recess in the center part to complete one scene of the story in order. By having such a substrate, the portion into which the character member of the intermediate member is fitted may be a concave portion, and there is no fear that the character member will fall off even if it is a through portion.

  In addition, as the instructor tells the story, the educated educator inserts each member in sequence, so that the language level of the educated educator can be gradually raised, and the time series (temporal The recognition level of (flow) can also be improved. Further, by fitting each character member into an appropriate part of the intermediate member, the effect of improving the recognition level little by little for the left and right recognition (space recognition) can be obtained.

  In addition, depending on the level of cognitive awareness of the educated person, assemble while looking at picture books and process diagrams (recognition of diagrams), assemble while reading the story (character recognition), assemble while listening to the story (language recognition), only trace memory Can be used in stages, such as assembling (memory), so that the cognitive level of the educated person can be gradually raised.

  In this way, the cognitive level of the educated person can be gradually increased, and it is effective not only for the infant's intellectual education, but also for the rehabilitation of people whose brains have been damaged due to accidents, illness, aging, etc. It becomes an educational puzzle that can be.

  According to a second aspect of the present invention, there is provided an educational puzzle according to the first aspect, wherein the substrate recess has a non-rotationally symmetric shape and a shallow depth, and the characters are colored on the surface of each of the plurality of character members. It is drawn.

  Thus, by coloring the pattern of the character member, the brain of the educated person can be stimulated to increase interest in the puzzle. In addition, by making the substrate recess shallow with a non-rotationally symmetric shape, even if the educated person assembles the puzzle alone (when assembling while reading a story, assembling by tracing only memory, etc.) Alternatively, the direction in which the intermediate member divided into two or more parts is fitted is not mistaken, and when the intermediate member is taken out, the substrate concave portion is shallow and there are many protruding portions of the intermediate member, so that the intermediate member can be easily taken out.

  In addition, depending on the level of cognitive awareness of the educated person, assemble while looking at picture books and process diagrams (recognition of diagrams), assemble while reading the story (character recognition), assemble while listening to the story (language recognition), only trace memory Can be used in stages, such as assembling (memory), so that the cognitive level of the educated person can be gradually raised.

  In this way, the cognitive level of the educated person can be gradually increased, and it is effective not only for the infant's intellectual education, but also for the rehabilitation of people whose brains have been damaged due to accidents, illness, aging, etc. It becomes an educational puzzle that can be.

  The educational puzzle according to a third aspect of the present invention is the educational puzzle according to the first or second aspect, wherein the background is drawn with a color in the peripheral portion of the substrate and the concave portion of the substrate, and the intermediate member is also fitted in the concave portion of the substrate. The central part of the background is drawn with color so that the background does not change except the part that changes due to the progress of the story, and the character that appears first so that the character member can only fit in the order of appearance in the story A step portion and / or a partial concave portion into which a part or all of a character member of a character appearing later is fitted is provided in a part of the character member.

  Here, “the stepped portion and / or the partial concave portion is provided” means that only one or two stepped portions are provided, and only one or two partial concave portions are provided, The meaning includes all of the case where one or two or more of the stepped portion and the partial recessed portion are provided.

  In this way, the background is drawn in color on the entire board, which can further increase the interest of the educated person in puzzles and, in principle, the background when the intermediate member is also fitted into the board recess. Since the central part of the background is drawn with a color so that it does not change, the educated person can confirm the position where each divided part should be fitted with the background even if the intermediate member is divided into two or more Yes, it can improve the level of recognition of symbols.

  In addition, a part of the character member of the character that appears first is provided with a stepped portion and / or a concave portion that fits part or all of the character member of the character that appears later, so that the character member If the order of insertion is incorrect, character members cannot be inserted well, so the level of recognition of the time series of the story is more effective whether you follow the teacher's story or make your own judgment. Can be improved.

  And by making it a puzzle that fits each member with a pattern made of a flat plate with a thickness on a substrate with a substrate recess in the center part, it becomes possible to carry it in a completed state, like this By having a simple substrate, the portion into which the character member of the intermediate member is fitted may be a concave portion, and even if it is a through portion, there is no possibility that the character member will fall off.

  In addition, as the instructor tells the story, the educated educator inserts each member in sequence, so that the language level of the educated educator can be gradually raised, and the time series (temporal The recognition level of (flow) can also be improved. Further, by fitting each character member into an appropriate part of the intermediate member, the effect of improving the recognition level little by little for the left and right recognition (space recognition) can be obtained.

  In addition, depending on the level of cognitive awareness of the educated person, assemble while looking at picture books and process diagrams (recognition of diagrams), assemble while reading the story (character recognition), assemble while listening to the story (language recognition), only trace memory Can be used in stages, such as assembling (memory), so that the cognitive level of the educated person can be gradually raised.

  In this way, the cognitive level of the educated person can be gradually increased, and it is effective not only for the infant's intellectual education, but also for the rehabilitation of people whose brains have been damaged due to accidents, illness, aging, etc. It becomes an educational puzzle that can be.

  In the educational puzzle according to the invention of claim 4, the board, the intermediate member, and the character member are printed on wood. Here, as the “wood”, a veneer board material such as a veneer plywood can be used. Further, as a method for printing a picture, a method of printing with an ink jet printer or a laser printer can be used. In this way, by using wood as the material for the substrate, intermediate member, and character member, the edge of the complicatedly shaped character member and the mating part of the intermediate member corresponding to it may be missing even if it is attached and detached many times. The thin part does not break and can be used semi-permanently.

  And the soft touch of wood gives peace to the mind of the educated person, and by printing the pattern, even if the educated person licks the part of the pattern, the pigment does not peel off, so it is extremely hygienic Is.

  In addition, depending on the level of cognitive awareness of the educated person, assemble while looking at picture books and process diagrams (recognition of diagrams), assemble while reading the story (character recognition), assemble while listening to the story (language recognition), only trace memory Can be used in stages, such as assembling (memory), so that the cognitive level of the educated person can be gradually raised.

  In this way, the cognitive level of the educated person can be gradually increased, and it is effective not only for the infant's intellectual education, but also for the rehabilitation of people whose brains have been damaged due to accidents, illness, aging, etc. This is an educational puzzle that can be used without sanitary problems.

  The educational puzzle according to the invention of claim 5 is formed by printing a pattern on a plastic substrate, intermediate member, and character member. Here, “plastic” includes not only plastic in the original meaning, that is, thermoplastic resin, but also thermosetting resin. In particular, ABS resin, nylon resin, and the like are more preferable because they have excellent colorability and are not sanitary. By using such plastic as the material for the substrate, intermediate member, and character member, the character member with a complicated shape and the fitting part of the intermediate member corresponding to it can be chipped or thinned even if attached and removed many times. It can be used semi-permanently without breaking.

  Further, since plastic can be molded by an injection molding method or the like, it is extremely excellent in mass productivity, and each member can be manufactured at a very low price. Furthermore, as a method of printing a pattern on a plastic, silk screen printing or the like can be used. By printing the pattern on the plastic in this way, even if the educated person licks the pattern part, the pigment does not peel off, which is extremely hygienic.

  Then, depending on the cognitive level of the educated child, assemble while looking at picture books and process diagrams (recognition of diagrams), assemble while reading stories (character recognition), assemble while listening to stories (language recognition), state of the scene, etc. It can be used in stages, such as drawing and assembling a scene (image power), and tracing and assembling only memory (memory power), so that the cognitive level of the educated child can be gradually raised.

  In this way, the cognitive level of the educated person can be gradually increased, and it is effective not only for the infant's intellectual education, but also for the rehabilitation of people whose brains have been damaged due to accidents, illness, aging, etc. It can be mass-produced and can be manufactured at a very low price.

  In the educational puzzle according to the sixth aspect of the present invention, the size of the character member is set so as not to enter the infant's mouth and / or a through hole is formed in the central portion of the character member.

  Here, “and / or” means that the character member only has a size that does not enter the infant's mouth, the case that the through hole is only formed in the center of the character member, and the character member. This means that the size of is not large enough to enter the infant's mouth and includes a case where a through hole is formed in the central portion of the character member.

  The educational puzzle according to the present invention is usually used under the guidance and supervision of a leader or a guardian, but especially in the case of an infant, a small object is often quickly put into the mouth, so it is swallowed by mistake. In order to prevent a dripping accident, the size of the character member that is particularly small among the members constituting the educational puzzle is set so as not to enter the infant's mouth. Alternatively, a through hole is made in the central portion of the character member for the purpose of securing an airway so as not to suffocate even if swallowed by mistake. If this is the case, it is possible to prevent suffocation even when an adult educated person accidentally swallows a character member.

  As a result, accidents of accidental ingestion by infants can be prevented in advance, or even if they are accidentally swallowed, they can be reliably prevented from being suffocated, resulting in a highly safe educational puzzle. Then, depending on the cognitive level of the educated child, assemble while looking at picture books and process diagrams (recognition of diagrams), assemble while reading stories (character recognition), assemble while listening to stories (language recognition), state of the scene, etc. It can be used in stages, such as drawing and assembling a scene (image power), and tracing and assembling only memory (memory power), so that the cognitive level of the educated child can be gradually raised.

  In this way, the cognitive level of the educated person can be gradually increased, and it is effective not only for the infant's intellectual education, but also for the rehabilitation of people whose brains have been damaged due to accidents, illness, aging, etc. In addition to being able to prevent accidents of accidental ingestion, it becomes a highly safe educational puzzle.

  In the educational puzzle according to the invention of claim 7, the story is based on Japanese folktales. Here, “Momotaro”, “Taketori Monogatari (Kaguya Hime)”, “Taro Urashima”, “Kachikachiyama”, “Sarakuni Battle”, and the like can be used as the theme of “Japanese old tales”. In this way, it is possible to stimulate the interest and memory of the educated child by using Japanese folktales that are familiar and familiar to them as an adult, and are easy for children to learn. You can improve your awareness and awareness of language, time and space, place, person, etc. by tracing and getting close.

  Then, depending on the cognitive level of the educated child, assemble while looking at picture books and process diagrams (recognition of diagrams), assemble while reading stories (character recognition), assemble while listening to stories (language recognition), state of the scene, etc. It can be used in stages, such as drawing and assembling a scene (image power), and tracing and assembling only memory (memory power), so that the cognitive level of the educated child can be gradually raised.

  In this way, the cognitive level of the educated person can be gradually increased, and it is effective not only for the infant's intellectual education, but also for the rehabilitation of people whose brains have been damaged due to accidents, illness, aging, etc. It becomes an educational puzzle that can stimulate the interest and memory of the educated person.

  The educational puzzle set according to the invention of claim 8 includes a plurality of educational puzzles such that the educational puzzle according to any one of claims 1 to 7 completes each scene of the plurality of stories according to the progress of the story. Is a set.

  As a result, multiple educational puzzles designed to represent each scene of multiple stories as the story progresses, as well as recognition of time series (time flow) in the process of assembling a set of educational puzzles. You can also improve the time-series cognitive level by watching the completed state of the game according to the progress of the story, or by going one step further and allowing the story to be spoken while viewing the completed state of multiple educational puzzles. it can.

  In addition, from the state in which each member (substrate, intermediate member, character member) of a plurality of educational puzzles in a set is separated, by assembling each educational puzzle, a suitable member is selected from the contents of the picture and the story. Since it is necessary to work, a more advanced educational effect can be obtained.

  Then, depending on the cognitive level of the educated child, assemble while looking at picture books and process diagrams (recognition of diagrams), assemble while reading stories (character recognition), assemble while listening to stories (language recognition), state of the scene, etc. It is used step by step, such as drawing and assembling a scene (image power), assembling by tracing only memory (memory power), and assembling with a mixture of multiple educational puzzles as described above (application power) Can raise the cognitive level of the educated child gradually.

  In this way, it is possible to gradually increase the cognitive level of the educated person and to obtain a higher level of educational effect, which is particularly effective in improving the time-series cognitive level. In addition to this, it will be an educational puzzle set that can be effective for rehabilitation of people whose brain has been damaged due to accidents, illness, aging, etc.

  The educational puzzle set according to the invention of claim 9 is a set of a plurality of sets so that each scene of a plurality of stories expresses the start and end of the story.

  In this way, it was created not only to recognize the time series (time flow) in the process of assembling a set of educational puzzles, but also to express each scene of origination, succession, change, and conclusion as the story progresses. The time series recognition level can also be improved by looking at the completion status of the four sets of educational puzzles as the story progresses. In particular, a story composed of four stages of origination, approval, transfer, and conclusion is easy to understand the time series, and therefore has a further effect by improving the recognition level of the time series.

  In addition, by assembling each educational puzzle from the state that each member (substrate, intermediate member, character member) of the four sets of educational puzzles in a set is separated, a suitable member from the contents of the picture and the story, etc. Since it is necessary to do the work of choosing, it is possible to obtain a more advanced educational effect.

  Then, depending on the cognitive level of the educated child, assemble while looking at the picture book or process diagram (recognition of the figure), assemble while reading the story (character recognition), assemble while listening to the story (language recognition), only trace memory It can be used in stages, such as assembling (memory), and assembling in the state where 4 sets of educational puzzles are mixed (applicability) as described above, so gradually raise the cognitive level of the educated Can go.

  In this way, it is possible to gradually increase the cognitive level of the educated person and to obtain a higher level of educational effect, which is particularly effective in improving the time-series cognitive level. In addition to this, it will be an educational puzzle set that can be effective for rehabilitation of people whose brain has been damaged due to accidents, illness, aging, etc.

  In addition, although it demonstrated with the story comprised in 4 steps of origination, acceptance, a change, and a conclusion, you may subdivide more than it, or you may comprise in 2 steps and 3 steps.

  In the educational puzzle set according to the invention of claim 10, the shape and size of the substrate recess provided in each substrate constituting the plurality of educational puzzles are the same for at least two sets of the plurality of educational puzzles.

  Therefore, when two or more sets of educational puzzles having the same shape and size as the substrate recesses are assembled when a plurality of educational puzzles are mixed and assembled, the intermediate member that is fitted into the substrate recesses or is divided into two or more parts Since the shape of is also the same, an intermediate member of another educational puzzle can be fitted into the substrate recess of one educational puzzle.

  However, if the background is drawn in the board recess and the board periphery, if the intermediate member of another educational puzzle is fitted, it will not match the background drawn on the intermediate member, so not only the shape but also the recognition of the pattern For an educated person with a perceived cognitive level, an effect of improving the cognitive level can be obtained.

  In this way, it is possible to gradually raise the cognitive level of the educated person and obtain a more advanced intellectual effect, which is particularly effective in improving the cognitive level of the picture. Not only that, it will be an educational puzzle set that can be effective for rehabilitation of people whose brains have been damaged due to accidents, illness, or aging.

  Embodiments of the present invention will be described below with reference to the drawings.

Embodiment 1
First, the educational puzzle according to the first embodiment of the present invention will be described with reference to FIGS. 1 to 4. FIG. 1 is a perspective view showing each component of the educational puzzle according to the first embodiment of the present invention. FIGS. 2A, 2B, and 2C are perspective views showing the first half of the assembly procedure of the educational puzzle according to the first embodiment of the present invention. FIGS. 3A, 3B, and 3C are perspective views showing the latter half of the procedure for assembling the educational puzzle according to the first embodiment of the present invention. FIG. 4 is a plan view showing a completed state of the educational puzzle according to the first embodiment of the present invention.

  As shown in FIG. 1 to FIG. 4, the educational puzzle 1 according to the first embodiment is based on “Momotaro”, a Japanese old tale as a story, and among them, the first grandmother picks up a big peach. In other words, it is an educational puzzle that completes a scene that represents the "starting" part of the story's start, end, turn, and ending with the theme of "Momotaro" in Japanese folk tales.

  As shown in FIG. 1, the educational puzzle 1 according to the first embodiment is a shallow substrate having a shape combining a non-rotationally symmetric semicircular shape and a rectangular shape at a central portion, which is a flat plate made of a thin-walled plywood board. The substrate 2 is provided with a recess 2a, a flat plate made of a thin plywood having a thickness, and is divided into two intermediate members 3 and 4 fitted into the concave portion 2a of the substrate, and a flat plate made of a thin plywood having a thickness. Each of the images of grandfather 5a, grandmother 6a, and large peach 7a appearing in the scene of picking up a large peach is composed of character members 5, 6, and 7 that are printed in full color by an inkjet printer on the surface.

  In the substrate 2 and the substrate recess 2a, a background 2b representing a mountain, a forest, a river, and a shark swimming in the river is printed in full color with an inkjet printer, and the size of the substrate 2 is A5 size in consideration of ease of handling. . The size of the substrate 2 is not limited to the A5 size, and may be larger or smaller than this. However, if the size of the substrate 2 is too small, the character members 5, 6, and 7 become too small and are lost. This is not preferable because it is easy to do and there is a risk of accidental ingestion.

  The intermediate member 3 is provided with a character penetration portion 3a into which a character member 5 having a grandfather 5a drawn on the surface is fitted, and a character recess 3b into which a part of the character member 6 having a grandmother 6a drawn thereon is fitted. The other intermediate member 4 has a character concave portion 4a into which a part of the character member 6 on which the grandmother 6a is drawn is fitted and a character concave portion 4b into which the character member 7 on which the large peach 7a is drawn are fitted. Is provided.

  The intermediate member 3 including the character concave portion 3b is printed in full color with an ink jet printer so that the background 2b does not change when fitted into the substrate concave portion 2a. The background 2b does not change except for the part that changes as the story progresses when it is fitted into the board recess 2a including the character recess 4a and the character recess 4b (the shark swimming in the river jumps on the grass) As described above, the background 4c is printed in full color by the ink jet printer.

  Next, the procedure for assembling the educational puzzle 1 having such a configuration will be described with reference to FIGS.

  First, as shown in FIG. 2 (a), a substrate recess 2a having a combination of a non-rotationally symmetric semi-circle and a rectangle is provided in the central portion, and a background (mountain / forest) is provided in the substrate recess 2a and the outer periphery.・ River / Rin) Place the substrate 2 on which 2b is drawn on a flat place such as a desk / table. Subsequently, as shown in FIG. 2B, the educated person inserts the lower half intermediate member 4 provided with the character concave portion 4a and the character concave portion 4b into the lower half of the substrate concave portion 2a.

  Here, the background 4c is also printed in full color on the intermediate member 4 by an inkjet printer so that the background 2b does not change except for the part that changes as the story progresses (the shark swimming in the river jumps on the grass). ing. Of course, the background (forest, river, reed) 4c preferably has the same color as the background (forest, river, reed) 2b.

  Subsequently, as shown in FIG. 2 (c), the educated person fits the upper half intermediate member 3 provided with the character penetration portion 3a and the character recess 3b into the upper half of the substrate recess 2a. The intermediate member 3, including the character recess 3 b, is printed in full color by an ink jet printer so that the background 2 b does not change when fitted into the substrate recess 2 a. Of course, it is preferable that the color of the background (mountain / forest) 3c is substantially the same as that of the background (mountain / forest) 2b.

  In the first embodiment, the case has been described where the intermediate member 4 is first fitted into the lower half of the substrate recess 2a and the intermediate member 3 is subsequently fitted into the upper half of the substrate recess 2a. There is no problem even if the intermediate member 3 is fitted into the upper half of 2a and the intermediate member 4 is fitted into the lower half of the substrate recess 2a later. In addition, since the intermediate member is divided into the intermediate member 3 and the intermediate member 4 in this way, the air in the substrate recess 2a can be easily removed as compared with the case where the intermediate member is integrated. There is an advantage of being.

  Next, as shown in FIG. 3, the character members 5, 6, and 7 are sequentially inserted in accordance with the progress of the story. Here, explaining the case of assembling while listening to a story told by a leader or guardian (hereinafter referred to as “leaders, etc.”), he said, “A long time ago, a grandfather and a grandmother lived.” Then, when he said, “Grandfather is mowing to the mountain”, the educated person picks up the character member 5 on which the grandfather 5a is drawn as shown in FIG. It fits into the character penetration part 3 a of the member 3.

  As a result, as shown in FIG. 3A, the stepped portion 5b of the character member 5, the character concave portion 3b of the intermediate member 3, and the character concave portion 4a of the intermediate member 4 are connected at the same depth, so that the grandmother 6a is on the surface. A recess is formed in which the character member 6 depicted in FIG. Therefore, as the leaders said, “Granny went to the river for washing.” As shown in Fig. 3 (b), the educated person was the character whose grandmother 6a was drawn on the surface. The member 6 is fitted into the formed recess.

  In addition, the character member 5 is drawn with a backpack for carrying a shiba picked up by the grandfather 5a, and the character member 6 has a tub and a washing board 6b for the grandmother 6a to wash in the river. Since the laundry 6d is drawn, the consistency with the story is increased and the interest of the educated person is further attracted.

  Here, if the educated person inserts the character member 6 first, he cannot try to insert the character member 5 later. Even when assembling while reading or relying only on memory, it becomes possible to naturally understand the order of insertion, and has the effect of improving the understanding of the story and the level of recognition of the time series of the story.

  Then, as the leaders said, “Large peaches flowed from the river upstream.” As shown in FIG. As shown in FIG. 3 (c), the educated person draws a large peach 7a on the surface in a recess formed by connecting the step 6c of 6 and the character recess 4b of the intermediate member 4 at the same depth. The character member 7 is inserted.

  In addition, since the character member 7 is the smallest among the character members 5, 6 and 7 in the first embodiment and has a shape close to a circle, an airway is secured even in the event of accidental ingestion. A curved oval through-hole 7b is also provided so that the roundness of the large peach 7a can be emphasized.

  Here, if the educated person inserts the character member 7 first, he cannot try to insert the character member 6 later. Even when assembling while reading or relying only on memory, it becomes possible to naturally understand the order of insertion, and has the effect of improving the understanding of the story and the level of recognition of the time series of the story.

  In this way, as shown in FIG. 3C, the educational puzzle 1 according to the first embodiment is completed. When this is viewed from directly above, as shown in the plan view of FIG. 4, each member 2, 3, 4, 5, 6, 7 completes a scene of the story as a single picture 1, A sense of accomplishment is also obtained for the assembled educated educators.

  At the same time, the interest to try again was aroused, and at first it was assembled while looking at picture books and process diagrams (recognition of diagrams), but then it was assembled while listening to stories told by leaders (language recognition). Next, it is used step by step, such as assembling while reading the story by yourself (character recognition), drawing and assembling scenes such as the state of the scene (image power), and further assembling by tracing only memory (memory power) So that the cognitive level of the educated person can be raised gradually.

  In this way, in the educational puzzle 1 according to the first embodiment, the cognitive level of the educated person can be gradually raised, and not only the intellectual education of the infant but also the brain due to accidents, illnesses, aging, etc. It is effective for rehabilitation of people with disabilities, and for adults it is familiar and familiar to them since childhood, and it is easy for children to learn, so the interest and memory of the educated children For adults, they can improve their awareness and awareness of language, time and space, places, and people while following old memories.

Embodiment 2
Next, an educational puzzle according to the second embodiment of the present invention will be described with reference to FIGS.

  FIG. 5 is a perspective view showing each component of the educational puzzle according to the second embodiment of the present invention. FIGS. 6A, 6B, and 6C are perspective views showing the first half of the assembly procedure of the educational puzzle according to the second embodiment of the present invention. FIGS. 7A, 7B, and 7C are perspective views showing the latter half of the procedure for assembling the educational puzzle according to the second embodiment of the present invention. FIG. 8 is a plan view showing a completed state of the educational puzzle according to the second embodiment of the present invention.

  As shown in FIG. 5 to FIG. 8, the educational puzzle 11 according to the second embodiment is also based on “Momotaro” of Japanese old tales as a story, and among them, a scene where Momotaro is born from a large peach, In other words, it is an educational puzzle that completes a scene that represents the part of the “approval” of the beginning, end, end, and end of a story based on “Momotaro”, an old Japanese story.

  As shown in FIG. 5, the educational puzzle 11 according to the second embodiment is a shallow substrate having a shape combining a non-rotationally symmetric semi-circle and a rectangle at the center portion, which is made of a flat plate made of thick Cina veneer plywood. It consists of a substrate 12 provided with a recess 12a, a flat plate made of a Cina veneer plywood having a thickness, and divided into two intermediate members 13 and 14 fitted into the substrate recess 12a, and a flat plate made of a Cina veneer plywood having a thickness. Character member 15 which is a character appearing in the scene where Momotaro is born from peaches. Grandfather 15a, grandmother 16a, big peach 17a, broken peach 18a, baby (Momotaro) 19a are printed in full color on the surface with an inkjet printer. , 16, 17, 18, and 19.

  In the substrate 12 and the substrate recess 12a, a background 12b representing the interior of the house and a cutting board for cutting peaches is printed in full color by an ink jet printer, and the size of the substrate 12 is A5 size in consideration of ease of handling. The size of the substrate 12 is not limited to the A5 size and may be larger or smaller than this. However, if the size of the substrate 12 is made too small, the character members 15, 16, 17, 18, and 19 become smaller. This is not preferable because it is easy to lose and there is a risk of accidental ingestion.

  The intermediate member 13 includes a character penetration portion 13a into which the upper half of the character member 15 having the grandfather 15a drawn on the surface is fitted, and a character penetration portion 13b into which the upper half of the character member 16 having the grandmother 16a drawn thereon is fitted. The other intermediate member 14 has a character penetration portion 14a into which the lower half of the character member 15 having the grandfather 15a drawn on the surface is fitted, and the lower half of the character member 16 having the grandmother 16a drawn on the surface. The character penetration part 14b into which the character peach 17a is fitted, the character penetration part 14c into which the character member 17 having the large peach 17a drawn on the surface, and the character recess 18 into which the part of the character member 18 with the broken peach 18a drawn is fitted. 14d, 14e are provided There.

  Further, the background 13c is printed in full color by an ink jet printer so that the background 12b does not change when the intermediate member 13 is fitted into the substrate recess 12a, and the character recesses 14d, 14e are provided on the other intermediate member 14. In addition, the background 14f is printed in full color by an ink jet printer so that the background 12b does not change when it is fitted into the substrate recess 12a.

  Next, the procedure for assembling the educational puzzle 11 having such a configuration will be described with reference to FIGS.

  First, as shown in FIG. 6 (a), a substrate recess 12a having a combination of a non-rotationally symmetric semi-circle and a rectangle is provided in the central portion, and a background (inside the house) is provided on the substrate recess 12a and the outer periphery. The substrate 12 on which 12b is drawn is placed on a flat place such as a desk or table. Subsequently, as shown in FIG. 6 (b), the educated person has a lower half intermediate member in which the character penetrating portions 14a, 14b, 14c and the character concave portions 14d, 14e are provided in the lower half of the substrate concave portion 12a. 14 is inserted.

  Here, as described above, the background 14f is printed in full color on the intermediate member 14 by an inkjet printer so that the background 12b does not change. Of course, the color of the background (house floor board / chopping board) 14f is preferably substantially the same as that of the background (house floor board / chopping board) 12b.

  Subsequently, as shown in FIG. 6C, the educated person fits the upper half intermediate member 13 provided with the character penetration part 13a and the character penetration part 13b into the upper half of the board recess 12a. As described above, the background 13c is also printed on the intermediate member 13 by an inkjet printer so that the background 12b does not change when the intermediate member 13 is fitted in the substrate recess 12a. Of course, it is preferable that the background (house wall, pillar, vase, etc.) 13c has substantially the same color as the background (house wall, pillar, vase, etc.) 12b.

  In the second embodiment, the case has been described in which the intermediate member 14 is first fitted into the lower half of the substrate recess 12a and the intermediate member 13 is subsequently fitted into the upper half of the substrate recess 12a. There is no problem even if the intermediate member 13 is fitted into the upper half of 12a and the intermediate member 14 is fitted into the lower half of the substrate recess 12a later. In addition, since the intermediate member is divided into the intermediate member 13 and the intermediate member 14 in this way, the air in the substrate recess 12a can be easily removed compared to the case where the intermediate member is integrated. There is an advantage of being.

  Next, as shown in FIG. 7, the character members 15, 16, 17, 18, and 19 are sequentially inserted in accordance with the progress of the story. Here, explaining the case of assembling while listening to the story told by the leaders, etc., as the leaders say, “Looking at the big peach brought by the grandmother, the grandfather is delighted.” As shown in FIG. 7 (a), the educated person in the recess formed by connecting the character penetration part 13a of the intermediate member 13 and the character penetration part 14a of the intermediate member 14 to the grandfather 15a. The character member 15 drawn on the surface is picked up and inserted, and the character member 17 drawn on the surface with the large peach 17a is fitted into the character penetration part 14c of the intermediate member 14.

  Next, as the leaders said, “As the grandfather tries to cut a large peach on the cutting board, the peach suddenly cracks,” as shown in FIG. The character member 18 having the cracked peach 18a drawn on the surface is fitted into the concave portion formed by connecting the step portion 17b provided on the character member 17 and the character concave portions 14d and 14e provided on the intermediate member 14. Include.

  Here, if the educated person inserts the character member 18 first, it is impossible to insert the character member 17 later. Therefore, even when assembling while listening to the story told by the leader, Even when assembling while reading or relying only on memory, it becomes possible to naturally understand the order of insertion, and has the effect of improving the understanding of the story and the level of recognition of the time series of the story.

  Then, as the leaders say, “A healthy baby was born from the peaches”, as shown in FIG. A person inserts the character member 19 on which the baby 19a is drawn. In addition, the leaders said, “Grandpa and grandmother are delighted. Grandmother said,“ God gave us for us who have no children. ”Grandpa said,“ Oh, I was born from peach. From now on, the character penetrating part 13b of the intermediate member 13 and the character penetrating part 14b of the intermediate member 14 are formed as shown in FIG. 7 (b). As shown in FIG. 7C, the educated person picks up and fits the character member 16 on the surface of which the grandmother 16a is drawn into the connected recess.

  In this way, as shown in FIG. 7C, the educational puzzle 11 according to the second embodiment is completed. When viewed from directly above, as shown in the plan view of FIG. 8, each member 12, 13, 14, 15, 16, 17, 18, 19 completes a scene of the story as a single picture 11 The sense of accomplishment can also be obtained by the assembled educated educators.

  At the same time, the interest to try again was aroused, and at first it was assembled while looking at picture books and process diagrams (recognition of diagrams), but then it was assembled while listening to stories told by leaders (language recognition). Then, you can use it step by step, such as assembling while reading the story by yourself (character recognition), and then assembling by tracing only the memory (memory ability), so the cognitive level of the educated child gradually You can go up.

  In this way, in the educational puzzle 11 according to the second embodiment, the cognitive level of the educated person can be gradually increased, and not only the intellectual education of the infant but also the brain due to accidents, illness, aging, etc. It is effective for rehabilitation of people with disabilities, and for adults it is familiar and familiar to them since childhood, and it is easy for children to learn, so the interest and memory of the educated children For adults, they can improve their awareness and awareness of language, time and space, places, and people while following old memories.

Embodiment 3
Next, an educational puzzle according to the third embodiment of the present invention will be described with reference to FIGS.

  FIG. 9: is a perspective view which shows each structural member of the educational puzzle concerning Embodiment 3 of this invention. FIGS. 10A, 10B, and 10C are perspective views showing the first half of the assembly procedure of the educational puzzle according to the third embodiment of the present invention. FIGS. 11A, 11B, and 11C are perspective views showing the latter half of the procedure for assembling the educational puzzle according to the third embodiment of the present invention. FIG. 12 is a plan view showing a completed state of the educational puzzle according to the third embodiment of the present invention.

  As shown in FIG. 9 to FIG. 12, the educational puzzle 21 according to the third embodiment is also based on “Momotaro”, an old Japanese story as a story. It is an educational puzzle that completes a scene that represents the part of the "turning" of the scene that goes out, that is, the beginning, acceptance, turning, and ending of a story based on the Japanese old tale "Momotaro".

  As shown in FIG. 9, the educational puzzle 21 according to the third embodiment is a shallow substrate having a shape combining a non-rotationally symmetric semi-circle and a rectangle at the center portion, which is made of a flat plate made of thick Cina veneer plywood. A substrate 22 provided with a recess 22a, a flat plate made of a thin veneer plywood having a thickness, a half-divided intermediate member 23, 24 fitted into the concave portion 22a of the substrate, and a flat plate made of a thin veneer plywood having a thickness. The character members 25, 26, 27, and 28 in which the designs of Momotaro 25a, dog 26a, monkey 27a, and spider 28a, which are characters that appear in the scene where Momotaro goes out to Onigashima, are printed in full color with an ink jet printer, respectively. It consists of and.

  On the substrate 22 and the substrate recess 22a, there is a blue sky, clouds, mountains and forests, a road that runs through them, a house that stands beside the road, and a grandfather and grandmother who shake their hands in front of the house. The background 22b to be represented is printed in full color by the ink jet printer, and the size of the substrate 22 is A5 size in consideration of ease of handling. The size of the substrate 22 is not limited to the A5 size, and may be larger or smaller than this. However, if the size of the substrate 22 is made too small, the character members 25, 26, 27, and 28 become too small. This is not preferable because it tends to be lost and there is a risk of accidental ingestion.

  The intermediate member 23 is provided with a character penetration portion 23a into which the upper half of the character member 25 having the Momotaro 25a drawn on the surface is fitted, and a character penetration portion 23b into which the character member 28 with the collar 28a drawn on the surface is fitted. The other intermediate member 24 is fitted with a character penetrating portion 24a into which the lower half of the character member 25 with Momotaro 25a drawn on the surface is fitted, and a part of the character member 26 with the dog 26a drawn on the surface. A character recess 24c into which a character member 27 having a character recess 24b and a monkey 27a drawn on its surface is provided.

  The intermediate member 23 is printed in full color with an ink jet printer so that the background 22b does not change when the intermediate member 23 is fitted into the substrate recess 22a. The other intermediate member 24 has a character recess 24b, The background 24d is printed in full color by an ink jet printer so that the background 22b does not change when it is fitted into the substrate recess 22a including the recess 24c.

  Next, a procedure for assembling the educational puzzle 21 having such a configuration will be described with reference to FIGS. 10 and 11.

  First, as shown in FIG. 10 (a), a substrate recess 22a having a combination of a non-rotationally symmetric semi-circle and a rectangle is provided in the central portion, and a background (blue sky / cloud) is provided in the substrate recess 22a and the outer periphery. (Mountain, forest, road, house, grandfather, grandmother) Place the board 22 on which 22b is drawn on a flat place such as a desk or table. Subsequently, as shown in FIG. 10B, the educated person puts the lower half intermediate member 24 provided with the character penetration part 24a, the character concave part 24b, and the character concave part 24c on the lower half of the board concave part 22a. Fit.

  Here, as described above, the background 24d is printed in full color on the intermediate member 24 by an inkjet printer so that the background 22b does not change. Of course, the background (forest / road) 24d preferably has the same color as the background (forest / road) 22b.

  Subsequently, as shown in FIG. 10C, the educated person inserts the upper half intermediate member 23 provided with the character penetration part 23a and the character penetration part 23b into the upper half of the board recess 22a. As described above, the background 23c is also printed in full color on the intermediate member 23 by the ink jet printer so that the background 22b does not change when the intermediate member 23 is fitted in the substrate recess 22a. Of course, it is preferable that the background (blue sky / cloud / mountain / forest) 23c has substantially the same color as the background (blue sky / cloud / mountain / forest) 22b.

  In the third embodiment, the case has been described in which the intermediate member 24 is first fitted into the lower half of the substrate recess 22a and the intermediate member 23 is subsequently fitted into the upper half of the substrate recess 22a. There is no problem even if the intermediate member 23 is fitted into the upper half of 22a and the intermediate member 24 is fitted into the lower half of the substrate recess 22a later. In addition, since the intermediate member is divided into the intermediate member 23 and the intermediate member 24 in this way, the air in the substrate recess 22a can be easily removed as compared with the case where the intermediate member is integrated. There is an advantage of being.

  Furthermore, even if the intermediate member 23 and the intermediate member 24 are fitted into the substrate recess 22a, there are the character penetration part 23a and the character penetration part 24a, and therefore, as shown in FIG.・ Grandpa and grandmother are not hiding.

  Next, as shown in FIG. 11, the character members 25, 26, 27, and 28 are sequentially inserted in accordance with the progress of the story.

  Here, when explaining the case of assembling while listening to the stories told by the leaders, the leaders said, “Soon, Momotaro, who grew up brilliantly, will go to the grandfather and grandmother,“ I will go to kill the bad demons in Onigashima. ” The grandmother made Japan's best millet dumpling, and even waving off Momotaro, who left for Onigashima, "she continued," Continuing, Momotaro will take the millet dumpling. When the user puts the bag in the waist and proceeds toward Onigashima, "the character penetrating portion 23a of the intermediate member 23 and the character penetrating portion 24a of the intermediate member 24 are shown in FIG. 10 (c). In the concave portion of a certain depth formed by the educated person, the character member 25 on which the Momotaro 25a is drawn on the surface as shown in FIG. Fit taken in.

  As a result, the house, grandfather, and grandmother in the background 22b that were visible from the character penetration part 23a and the character penetration part 24a can no longer be seen, and it is possible to recognize the time course of coming to a place far away from the house.

  Further, as shown in FIG. 11 (a), the step member 25b provided on the character member 25 and the character concave portion 24b of the intermediate member 24 are connected at the same depth, and the character member having the dog 26a drawn on the surface thereof. A recess into which 26 is fitted is formed. Similarly, the step portion 25c provided in the character member 25 and the character concave portion 24c of the intermediate member 24 are connected at the same depth to form a concave portion in which the character member 27 on which the monkey 27a is drawn is fitted. .

  As the leaders said, “The dog came out and said,“ Momotaro-san, please give me one of the best millet dumplings in Japan. As shown in (b), the educated person inserts the character member 26 on which the dog 26a is drawn into the formed recess. In addition, as the leaders said, “The next time the monkey came out,“ Momotaro-san, please give me one of the best millet dumplings in Japan. As shown in FIG. 11 (b), the educated person fits the character member 27 on which the monkey 27a is drawn into the formed recess.

  Here, if the educated child inserts the character member 26 or the character member 27 first, even if the character member 25 is tried to insert later, even when assembling while listening to the story told by the leader, Even when you assemble while reading the story yourself or rely on memory alone, you will be able to understand the order of insertion, and it will have the effect of improving the understanding of the story and the level of recognition of the story time series.

  In addition, the leaders said, “Lastly, a kite flew over and said,“ Momotaro-san, please give me one of the best accompaniment dumplings in Japan. Then, as shown in FIG. 11 (c), the educated person picks up the character member 28 with the collar 28 a drawn on the surface and fits it into the character penetration portion 23 a of the intermediate member 23.

  In this way, as shown in FIG. 11C, the educational puzzle 21 according to the third embodiment is completed. When this is viewed from directly above, as shown in the plan view of FIG. 12, each member 22, 23, 24, 25, 26, 27, 28 completes a scene of the story as a single picture 21 And the assembled educated educator can also feel a sense of accomplishment.

  At the same time, the interest to try again was aroused, and at first it was assembled while looking at picture books and process diagrams (recognition of diagrams), but then it was assembled while listening to stories told by leaders (language recognition). Then, you can use it step by step, such as assembling while reading the story by yourself (character recognition), and then assembling by tracing only the memory (memory ability), so the cognitive level of the educated child gradually You can go up.

  In this way, in the educational puzzle 21 according to the third embodiment, the cognitive level of the educated person can be gradually increased, and not only the intellectual education of the infant but also the brain due to accidents, illness, aging, etc. It is effective for rehabilitation of people with disabilities, and for adults it has become familiar and familiar to children since childhood, and it is easy for children to learn, so the interest and memory of the educated children For adults, they can improve their awareness and awareness of language, time and space, places, and people while following old memories.

Embodiment 4
Next, an educational puzzle according to a fourth embodiment of the present invention will be described with reference to FIGS.

  FIG. 13: is a perspective view which shows each structural member of the educational puzzle concerning Embodiment 4 of this invention. 14 (a), 14 (b), and 14 (c) are perspective views showing the first half of the assembly procedure of the educational puzzle according to the fourth embodiment of the present invention. FIGS. 15A, 15B, and 15C are perspective views showing the latter half of the procedure for assembling the educational puzzle according to the fourth embodiment of the present invention. FIG. 16 is a plan view showing a completed state of the educational puzzle according to the fourth embodiment of the present invention.

  As shown in FIGS. 13 to 16, the educational puzzle 31 according to the fourth embodiment is also based on “Momotaro” of Japanese folk tales as a story, and among them, the scene where Momotaro exterminates the demon brilliantly. In other words, it is an educational puzzle that completes a scene that represents the “Yu” part of the story's origin, acceptance, transfer, and ending with the theme of “Momotaro” in Japanese folk tales.

  As shown in FIG. 13, the educational puzzle 31 according to the fourth embodiment is a shallow substrate having a shape combining a non-rotationally symmetric semi-circle and a rectangle at the center portion, which is a flat plate made of thick shinja veneer plywood. Momotaro, which is composed of a substrate 32 provided with a recess 32a, a flat plate made of Shinabenya plywood having a thickness and divided into half members 33 and 34 fitted into the substrate recess 32a, and a plate made of Shinabenya plywood having a thickness. Is a character member 35 in which each pattern of Momotaro 35a, dog 36a, monkey 37a, spear 38a, oni 39a, and oni general 40a, which is a character appearing in the scene of exterminating a demon, is printed in full color with an inkjet printer on the surface , 36, 37, 38, 39, 40.

  A background 32b representing the sky, clouds, sea, and Onigashima is printed in full color on the substrate 32 and the substrate recess 32a by an ink jet printer, and the size of the substrate 32 is set to A5 size in consideration of ease of handling. The size of the substrate 32 is not limited to the A5 size, and may be larger or smaller than this. However, if the size of the substrate 32 is made too small, the character members 35, 36, 37, 38, 39, 40 are It is not preferable because it becomes too small and easily lost, and there is a risk of accidental ingestion.

  The intermediate member 33 is provided with a character penetration portion 33a into which the upper half of the character member 35 having the Momotaro 35a drawn on the surface is fitted, and a character penetration portion 33b into which the character member 38 with the collar 38a drawn on the surface is fitted. In addition, a character penetration portion 33c into which the upper half of the character member 39 on which the demon 39a is drawn is fitted is provided.

  The other intermediate member 34 includes a character penetration portion 34a into which the lower half of the character member 35 having the Momotaro 35a drawn on the surface is fitted, and a character penetration portion into which the character member 36 having the dog 36a drawn thereon is fitted. 34b, a character recess 34c into which a character member 37 on which a monkey 37a is drawn is fitted is provided. Furthermore, a character penetration part 34d into which the lower half of the character member 39 on which the demon 39a is drawn is fitted, and a character recess 34e into which a part of the character member 40 on which the demon general 40a is drawn are fitted are provided. Yes.

  Furthermore, in the intermediate member 33, the background 32b does not change except for the part that changes as the story progresses when fitted into the substrate recess 32a (the boat on which the Momotaro and others have berthed on the coast). The background 33d is printed in full color by an ink jet printer, and the other intermediate member 34 including the character concave portion 34c and the character concave portion 34e is changed by the progress of the story when fitted into the substrate concave portion 32a (on the coast). The background 34f is printed in full-color with an ink jet printer so that the background 32b does not change except for the boat where Momotaro and others are on board.

  Next, a procedure for assembling the educational puzzle 31 of the fourth embodiment having such a configuration will be described with reference to FIGS. 14 and 15.

  First, as shown in FIG. 14 (a), a substrate recess 32a having a combination of a non-rotationally symmetric semi-circle and a rectangle is provided in the central portion, and a background (sky / cloud) is provided in the substrate recess 32a and the outer periphery. (Sea / Onigashima) Place the board 32 on which 32b is drawn on a flat place such as a desk / table. Subsequently, as shown in FIG. 14 (b), the educated person has the lower half of the intermediate member in which the character through portions 34a, 34b, 34d and the character concave portions 34c, 34e are provided in the lower half of the substrate concave portion 32a. 34 is inserted.

  Here, as described above, the intermediate member 34 includes the character recesses 34c and 34e, and has a background 32b except for a portion that changes as the story progresses (the boat on which the Momotaro and others are on the shore is anchored). In order not to change, the background 34f is printed in full color by the ink jet printer. Of course, the background (Onigashima / part of the sea / part of the boat) 34f preferably has the same color as the background (Onigashima / sea) 32b.

  Subsequently, as shown in FIG. 14C, the educated person fits the upper half intermediate member 33 provided with the character through portions 33a, 33b, and 33c into the upper half of the substrate recess 32a. As described above, the background 32b does not change except for a portion that changes in accordance with the progress of the story when the intermediate member 33 is fitted into the substrate recess 32a (the boat on which the Momotaro and others have berthed is anchored on the coast). The background 33d is full-color printed by an ink jet printer. Of course, the color of the background (sky, clouds, sea, part of the boat) 33d is preferably substantially the same color as the background (sky, clouds, sea) 32b.

  In the fourth embodiment, the case has been described in which the intermediate member 34 is first fitted into the lower half of the substrate recess 32a and the intermediate member 33 is subsequently fitted into the upper half of the substrate recess 32a. There is no problem even if the intermediate member 33 is fitted into the upper half of 32a and the intermediate member 34 is fitted into the lower half of the substrate recess 32a later. In addition, since the intermediate member is divided into the intermediate member 33 and the intermediate member 34 as described above, the air in the substrate recess 32a can be easily removed as compared with the case where the intermediate member is integrated. There is an advantage of being.

  Next, as shown in FIG. 15, the character members 35, 36, 37, 38, 39, and 40 are sequentially inserted in accordance with the progress of the story. Here, explaining the case of assembling while listening to the stories told by the leaders, he said, “I finally arrived at Onigashima, where the boat on which Momotaro was aboard was aimed at.” And continued, “Momotaro, the dog, the monkey and the samurai When I said "I got on Onigashima", as shown in Fig. 14 (c), in the recess formed by connecting the character penetration part 33a of the intermediate member 33 and the character penetration part 34a of the intermediate member 34, As shown in FIG. 15 (a), the educated person picks up and fits the character member 35 on which the Momotaro 35a is drawn.

  As a result, as shown in FIG. 15A, the stepped portion 35b of the character member 35 and the character concave portion 34e of the intermediate member 34 are connected at the same depth, and the demon general 40a was later drawn on the surface. A recess into which the character member 40 is fitted is formed. Next, the educated person picks up the character member 36 on which the dog 36 a is drawn, and fits it into the character penetration part 34 b of the intermediate member 34.

  As a result, the stepped portion 36b of the character member 36 and the character concave portion 34c of the intermediate member 34 are connected at the same depth, and a concave portion is formed in which the character member 37 having the monkey 37a drawn thereon is fitted. Therefore, as shown in FIG. 15A, the educated person fits the character member 37 on which the monkey 37a is drawn into the formed recess. Further, the character member 38 having the collar 38 a drawn on the surface is fitted into the character penetration portion 33 b of the intermediate member 33.

  Here, if the educated person inserts the character member 37 first, he cannot try to insert the character member 36 later. Even when assembling while reading or relying only on memory, it becomes possible to naturally understand the order of insertion, and has the effect of improving the understanding of the story and the level of recognition of the time series of the story.

  Then, as the leaders say, “When the demons appear, the dog bites, the monkey scratches, and the eagle pokes”, as shown in FIG. As shown in FIG. 15B, a character member 39 having a demon 39a drawn on the surface thereof is formed in a recess formed by connecting the character penetration portion 33c and the character penetration portion 34d of the intermediate member 34. And hold it in your hand.

  And as the leaders said, “At last, the demon general surrendered,“ I will not do anything wrong. ”As shown in Figure 15 (c), The educated person picked up the character member 40 on which the demon general 40a was drawn, and the step portion 35b of the character member 35 and the character recess portion 34e of the intermediate member 34 were connected at the same depth. Fit into the recess.

  Here, if the educated person inserts the character member 40 first, it is impossible to insert the character member 35 later. Therefore, even when assembling while listening to the story told by the leader, Even when assembling while reading or relying only on memory, it becomes possible to naturally understand the order of insertion, and has the effect of improving the understanding of the story and the level of recognition of the time series of the story.

  In this way, as shown in FIG. 15C, the educational puzzle 31 according to the fourth embodiment is completed. When viewed from directly above, as shown in the plan view of FIG. 16, each member 32, 33, 34, 35, 36, 37, 38, 39, 40 is a scene of a story as one united picture 31. Has been completed, and a sense of accomplishment can also be obtained for the assembled educated educators.

  At the same time, the interest to try again was aroused, and at first it was assembled while looking at picture books and process diagrams (recognition of diagrams), but then it was assembled while listening to stories told by leaders (language recognition). Then, you can use it step by step, such as assembling while reading the story by yourself (character recognition), and then assembling by tracing only the memory (memory ability), so the cognitive level of the educated child gradually You can go up.

  In this way, in the educational puzzle 31 according to the fourth embodiment, the cognitive level of the educated person can be gradually increased, and not only the intellectual education of the infant but also the brain due to accidents, illness, aging, etc. It is effective for rehabilitation of people with disabilities, and for adults it has become familiar and familiar to children since childhood, and it is easy for children to learn, so the interest and memory of the educated children For adults, they can improve their awareness and awareness of language, time and space, places, and people while following old memories.

Embodiment 5
Next, an educational puzzle set according to the fifth embodiment of the present invention will be described with reference to FIG.

  FIG. 17: is a top view which shows a mode that the 4 sets of educational puzzles which comprise the educational puzzle set concerning Embodiment 5 of this invention were arranged in order from the left according to the start of a story, acceptance, transfer, and a conclusion. is there.

  As shown in FIG. 17, the educational puzzle set 10 according to the fifth embodiment is based on “Momotaro” in Japanese folk tales as a story, and the start of a story on “Momotaro” in Japanese folk tales.・ It consists of 4 sets of educational puzzles that complete each scene showing approval, change and conclusion. That is, the educational puzzle set 10 according to the fifth embodiment includes the educational puzzle 1 according to the first embodiment, the educational puzzle 11 according to the second embodiment, the educational puzzle 21 according to the third embodiment, and the fourth embodiment. The educational puzzle 31 is a set.

  By this, not only the time series recognition in the process of assembling a set of educational puzzles 1, 11, 21, 31 respectively, but also to express each scene of the “Momotaro” story as the story progresses The completed state of the four sets of educational puzzles 1, 11, 21, 31 can be viewed as the story of “Momotaro” progresses, and one step further, the four sets of educational puzzles 1, 11, 21, 31 By allowing the “Momotaro” story to be spoken while viewing the completed state, the time-series cognitive level and the language cognitive level can be further improved.

  In addition, each educational puzzle 1, 11, 21, 31 from a state in which the members (substrate, intermediate member, character member) of the four sets of educational puzzles 1, 11, 21, 31 in a set are separated and mixed. By assembling each of them, it is necessary to perform an operation of selecting a suitable member from the design, shape, story content, etc., so that a more advanced educational effect can be obtained.

  In particular, in the educational puzzle set 10 according to the fifth embodiment, as shown in FIGS. 1, 5, 9, and 13, the substrate recesses 2 a of the four educational puzzles 1, 11, 21, 31 are arranged. Since the shape and size of 12a, 22a, 32a and the outer shape and size of the intermediate members 3, 13, 23, 33 and intermediate members 4, 14, 24, 34 are all the same, which substrate recess 2a, 12a , 22a, 32a can be fitted with any of the intermediate members 3, 13, 23, 33 and the intermediate members 4, 14, 24, 34.

  However, the background is drawn in the board recess and the board periphery, and if you insert an intermediate member of another educational puzzle, it does not match the background drawn on the intermediate member, so the recognition level that can recognize not only the shape but also the pattern It can be judged that it is a mistake for the educated child of this, and the effect which improves a cognitive level more can be acquired.

  Then, depending on the cognitive level of the educated child, assemble while looking at the picture book or process diagram (recognition of the figure), assemble while reading the story (character recognition), assemble while listening to the story (language recognition), only trace memory Can be used in stages, such as assembling with a combination of multiple educational puzzles as described above (applicability), so gradually raise the cognitive level of the educated person can go.

  In this way, the educational puzzle set 10 according to the fifth embodiment can gradually increase the cognitive level of the educated person and can obtain more advanced educational effects. It is particularly effective in improving the cognitive level of children, and can be effective not only in the education of young children, but also in the rehabilitation of people whose brains have been damaged due to accidents, illnesses, or aging.

  In the educational puzzle set 10 according to the fifth embodiment, in order to make time series recognition easier, four sets of educational puzzles 1, 11, 21 representing the start-up conversion of “Momotaro” of “Japanese traditional tales” , 31, but the educational puzzle set according to the present invention is not limited to a set of four educational puzzles representing a set-up, and any number of educational puzzle sets may be used. In particular, in the educational puzzle set 10 according to the fifth embodiment, since the “conclusion” part of the start-up conversion is somewhat unsatisfactory, the educational puzzle representing the scene where Momotaro comes back to the grandfather and grandmother with a lot of treasures. It is also possible to add 5 sets of educational puzzles.

Embodiment 6
Next, an educational puzzle according to Embodiment 6 of the present invention will be described with reference to FIGS.

  FIG. 18 is a perspective view showing each component of the educational puzzle according to the sixth embodiment of the present invention. 19 (a), 19 (b), and 19 (c) are perspective views showing the first half of the assembly procedure of the educational puzzle according to the sixth embodiment of the present invention. 20 (a), (b), and (c) are perspective views showing the latter half of the procedure for assembling the educational puzzle according to the sixth embodiment of the present invention. FIG. 21 is a plan view showing a completed state of the educational puzzle according to the sixth embodiment of the present invention.

  As shown in FIG. 18 to FIG. 21, the educational puzzle 41 according to the sixth embodiment is based on “Taketori Monogatari”, an old Japanese story as a story. This is an educational puzzle that completes the scene where the story of Kaguya is found from the bamboo, that is, the beginning of the story, the beginning of the story, and the beginning of the story based on the Japanese tale “Taketori Monogatari” is there.

  As shown in FIG. 18, the educational puzzle 41 according to the sixth embodiment is a shallow substrate having a shape combining a non-rotationally symmetric semi-circle and a rectangle at the center portion, which is made of a flat plate made of thick Cina veneer plywood. A substrate 42 provided with a recess 42a, a flat plate made of a thin plywood having a thickness and a half-divided intermediate member 43, 44 fitted into the concave portion 42a of the substrate, a flat plate made of a thin plywood having a thickness, and a grandfather Is a character that appears in the scene of finding Kaguya from the bamboo, Grandpa 45m, Princess Katori 46a, a large number of large and small size 47a images were printed in full color with an inkjet printer on the surface respectively Character members 45, 46, and 47 are included.

  In the substrate 42 and the substrate recess 42a, a background 42b representing a plurality of bamboo, flowers, the ground, and a small white birch is printed in full color with an inkjet printer, and the size of the substrate 42 is set to A5 size in consideration of ease of handling. Yes. The size of the substrate 42 is not limited to the A5 size, and may be larger or smaller than this. However, if the size of the substrate 42 is made too small, the character members 45, 46, and 47 become too small and are lost. This is not preferable because it is easy to do and there is a risk of accidental ingestion.

  In the intermediate member 43, a grandfather 45a holding a bamboo basket 45b is seated in a character recess 43a in which the upper half of the character member 45 drawn on the surface is fitted, and in a bamboo 46b in which the princess Kaguya 46a is cut. A character recess 43b into which the upper half of the character member 46 having the appearance drawn on the surface is fitted is provided.

  In addition, the other intermediate member 44 includes a character recess 44a into which a lower half of the character member 45 drawn on the surface of a grandfather 45a having a bamboo basket 45b for fitting bamboo is fitted, and a bamboo 46b in which the princess Kaguya 46a is cut. Character member 44b in which the lower half of the character member 46 drawn on the surface is sitting on the surface, and character member 44b on the surface that is spilled from the bamboo 47b in which a large number of large / small size 47a is cut A character recess 44c into which a part of 47 is fitted is provided.

  Further, the intermediate member 43 including the character recesses 43a and 43b is printed in full color with an inkjet printer so that the background 42b does not change when fitted into the substrate recess 42a. The member 44 includes the character recesses 44a, 44b, and 44c, and a background 44d is provided so that the background 42b does not change except for a portion that changes as the story progresses when the substrate recess 42a is fitted (the small white rabbit disappears). Full-color printing with an inkjet printer.

  Next, a procedure for assembling the educational puzzle 41 of the sixth embodiment having such a configuration will be described with reference to FIGS. 19 and 20.

  First, as shown in FIG. 19 (a), a substrate recess 42a having a combination of a non-rotationally symmetric semi-circle and a rectangle is provided in the central portion, and a background (bamboo / flowers) is provided on the substrate recess 42a and the outer periphery. Place the substrate 42 on which the ground / white birch 42b is drawn on a flat place such as a desk / table. Subsequently, as shown in FIG. 19B, the educated person fits the upper half intermediate member 43 provided with the character concave portions 43a and 43b into the upper half of the substrate concave portion 42a.

  Here, as described above, on the intermediate member 43, the background 43c including the character concave portions 43a and 43b is printed in full color by an ink jet printer so that the background 42b does not change. Of course, the background (bamboo / flower / ground) 43c preferably has the same color as the background (bamboo / flower / ground) 42b.

  Subsequently, as shown in FIG. 19C, the educated person inserts the lower half intermediate member 44 provided with the character concave portions 44a, 44b, 44c into the lower half of the substrate concave portion 42a. As described above, the background 44d is also printed in full color on the intermediate member 44 by the inkjet printer so that the background 42b does not change except for the portion that changes with the progress of the story when it is fitted into the substrate recess 42a (the small white rabbit disappears). ing. Of course, the color of the background (ground) 44d is preferably substantially the same color as the background (ground) 42b.

  In the sixth embodiment, the case has been described in which the intermediate member 43 is first fitted into the upper half of the substrate recess 42a and the intermediate member 44 is subsequently fitted into the lower half of the substrate recess 42a. The intermediate member 44 may be fitted into the lower half of 42a, and the intermediate member 43 may be fitted into the upper half of the substrate recess 42a later. In addition, since the intermediate member is divided into the intermediate member 43 and the intermediate member 44 in this way, the air in the substrate recess 42a can be easily removed compared to the case where the intermediate member is integrated. There is an advantage of being.

  Next, as shown in FIG. 20, the character members 45, 46, and 47 are sequentially inserted in accordance with the progress of the story.

  Here, I will explain the case of assembling while listening to the stories told by the leaders, etc. “A long time ago, there was a grandfather and grandmother who lived in a certain place. On the way home, the grandmother used the bamboo to make a bamboo basket, and the grandfather went to sell the bamboo basket to the town, ”continued,“ One day, the grandfather picked up the bamboo as usual and went to the mountain. As shown in FIG. 19C, in the recess formed by connecting the character recess 43a of the intermediate member 43 and the character recess 44a of the intermediate member 44, as shown in FIG. As shown in the figure, the educated person picks up the character member 45 drawn on the surface of the grandfather 45a holding the bamboo basket 45b and inserts it.

  As a result, as shown in FIG. 20A, the character concave portion 43b of the intermediate member 43, the step portion 45c provided in the character member 45, and the character concave portion 44b of the intermediate member 44 are connected at the same depth. A recess is formed in which the character member 46 having a state in which the princess 46a is in the cut bamboo 46b is drawn on the surface. So the leaders said, “The root of a single bamboo was shining brightly. Then, when Grandpa cut it, a cute girl was sitting in the bamboo.” As shown in FIG. 20 (b), the above-mentioned formation is performed by picking up the character member 46 drawn on the surface that the educated person is sitting in the bamboo 46b where the princess Kaguya 46a is cut. Fit into the recessed part.

  Here, if the educated person inserts the character member 46 first, he cannot try to insert the character member 45 later. Even when assembling while reading or relying only on memory, it becomes possible to naturally understand the order of insertion, and has the effect of improving the understanding of the story and the level of recognition of the time series of the story.

  As a result, as shown in FIG. 20B, the stepped portion 46c of the character member 46, the stepped portion 45d of the character member 45, and the character recessed portion 44c of the intermediate member 44 are connected at the same depth. A concave portion is formed in which the character member 47 having the appearance that the oval 47a is spilled from the cut bamboo 47b is fitted on the surface.

  So the leaders said, “Grandpa was delighted and brought the girl home and raised it carefully together with the grandmother. From then on, every time Grandpa cut the bamboo, there were many large formats out of the bamboo. I was not in trouble with the money to buy a kimono for a girl who came out when the oval was pesky, "as shown in Fig. 20 (c). A character member 47 having a state in which a large amount of large / small size 47a is spilled from the cut bamboo 47b is fitted into the formed recess.

  Here, if the educated person inserts the character member 47 first, he cannot try to insert the character members 45 and 46 later. Even when assembling while reading a story or relying only on memory, it becomes possible to naturally understand the order of insertion, which has the effect of improving the understanding of the story and the level of recognition of the story time series.

  In this way, as shown in FIG. 20C, the educational puzzle 41 according to the sixth embodiment is completed. When viewed from directly above, as shown in the plan view of FIG. 21, each member 42, 43, 44, 45, 46, 47 completes one scene of the story as a single picture 41, A sense of accomplishment is also obtained for the assembled educated educators.

  At the same time, the interest to try again was aroused, and at first it was assembled while looking at picture books and process diagrams (recognition of diagrams), but then it was assembled while listening to stories told by leaders (language recognition). Then, you can use it step by step, such as assembling while reading the story by yourself (character recognition), and then assembling by tracing only the memory (memory ability), so the cognitive level of the educated child gradually You can go up.

  In this way, in the educational puzzle 41 according to the sixth embodiment, the cognitive level of the educated person can be gradually increased, and not only the intellectual education of the infant but also the brain due to accidents, illness, aging, etc. It is effective for rehabilitation of people with disabilities, and for adults it has become familiar and familiar to children since childhood, and it is easy for children to learn, so the interest and memory of the educated children For adults, they can improve their awareness and awareness of language, time and space, places, and people while following old memories.

Embodiment 7
Next, an educational puzzle set according to a seventh embodiment of the present invention will be described with reference to FIGS.

  FIG. 22 is a plan view showing a state in which four sets of educational puzzles constituting the educational puzzle set according to the seventh embodiment of the present invention are arranged in order from the left according to the story start, acceptance, transfer, and conclusion. is there. FIG. 23 is a perspective view showing a part (substrate and intermediate member) of constituent members of one set of educational puzzles among the four educational puzzles constituting the educational puzzle set according to the seventh embodiment of the present invention. FIG. 24 is a perspective view showing a state where an intermediate member of another educational puzzle is fitted into the substrate recess of one educational puzzle in the educational puzzle set according to the seventh embodiment of the present invention.

  As shown in FIG. 22, the educational puzzle set 50 according to the seventh embodiment is based on the Japanese old tale “Taketori (Kaguya Hime)” as a story, and the Japanese old tale “Taketori Monogatari”. Is a set of four educational puzzles that complete each scene that represents the beginning, acceptance, turn, and conclusion of the story. That is, the educational puzzle set 50 according to the seventh embodiment includes the educational puzzle 41 according to the sixth embodiment, the educational puzzle 51, the educational puzzle 61, and the educational puzzle 71 as a set.

  Specifically, as shown in FIG. 22, the educational puzzle 41 is based on the scene where the grandfather (Taketori no Taki) finds the princess Kaguya from the bamboo as described above, that is, “Taketori Monogatari”. It is an educational puzzle that completes a scene that represents the "starting" part of the story's origin, acceptance, turn, and ending. In addition, the educational puzzle 51 is a scene in which the noble family of Kaguya, who has grown beautifully, comes to see the bride, that is, the story of “Taketori Monogatari”. It is an educational puzzle that completes a scene that represents the part of "Sho".

  In addition, the educational puzzle 61 is a story about the story of the story of “Taketori Monogatari”, where the grandfather and grandmother are worried that Princess Kaguya will be saddened by seeing the moon. It is an educational puzzle that completes a scene that represents the “roll” part of Yui. The educational puzzle 71 is a scene where the princess Kaguya who confessed to be the resident of the moon returns to the moon after being greeted by a messenger from the moon, that is, a story about the theme of “Taketori Monogatari”. It is an educational puzzle that completes a scene that represents the “Yu” part of Yui.

  As a result, not only the time series recognition in the process of assembling a pair of educational puzzles 41, 51, 61, 71, but also each scene of "Taketori Monogatari" is expressed as the story progresses. The completed state of the four sets of educational puzzles 41, 51, 61, 71 can be viewed in accordance with the progress of the story of “Taketori Monogatari”, and the four sets of educational puzzles 41, 51, 61, By allowing the story of “Taketori Monogatari” to be spoken while viewing the completed state 71, the time-series cognitive level and the language cognitive level can be further improved.

  In addition, each educational puzzle 41, 51, 61, 71 from a state in which the members (substrate, intermediate member, character member) of the four sets of educational puzzles 41, 51, 61, 71 in a set are separated and mixed. By assembling each of them, it is necessary to perform an operation of selecting a suitable member from the design, shape, story content, etc., so that a more advanced educational effect can be obtained.

  In particular, in the educational puzzle set 50 according to the seventh embodiment, as shown in FIGS. 18 and 23, the shapes and sizes of the substrate recesses 42a, 62a, etc. of the four educational puzzles 41, 51, 61, 71 are shown. Since the outer shape and size of the intermediate members 43 and 63 and the intermediate members 44 and 64 are all the same, which substrate recesses 42a and 62a and so on, which intermediate members 43 and 63 and intermediate The members 44 and 64 can also be fitted.

  However, since the background is drawn in the board recess and the board periphery, if you insert an intermediate member of another educational puzzle, it does not match the background drawn on the intermediate member, so you can recognize not only the shape but also the pattern It can be determined that it is a mistake for the level of the educated child, and the effect of improving the cognitive level can be obtained. For example, as shown in FIG. 24, when the intermediate member 43 of the educational puzzle 41 is fitted into the board recess 62a of the board 62 of the educational puzzle 61, the shape is fitted but the background does not match. Therefore, it can be judged that it is a mistake for the educated person who can recognize the pattern clearly.

  Then, depending on the cognitive level of the educated child, assemble while looking at the picture book or process diagram (recognition of the figure), assemble while reading the story (character recognition), assemble while listening to the story (language recognition), only trace memory Can be used in stages, such as assembling with a combination of multiple educational puzzles as described above (applicability), so gradually raise the cognitive level of the educated person can go.

  In this way, the educational puzzle set 50 according to the seventh embodiment can gradually increase the cognitive level of the educated person and can obtain more advanced educational effects. It is particularly effective in improving the cognitive level of children, and can be effective not only in the education of young children, but also in the rehabilitation of people whose brains have been damaged due to accidents, illnesses, or aging.

  In each of the above-described embodiments, a case has been described in which a pattern is printed by an inkjet printer using a plastic board as a material of each component (substrate, intermediate member, character member) of the educational puzzle. As the material of each of the components, various materials such as other woods, plastics including ABS resin, paper materials including cardboard, and ceramics baked with a pattern can be used.

  The method of drawing a pattern is not limited to the method of printing with an ink-jet printer. The method of printing with a laser printer, the method of drawing a pattern with a paintbrush using a watercolor or oil paint, etc. Draw the pattern in various ways, especially when printing on plastic materials), by printing a pattern with an offset printer, or by sticking a thin piece of paper or other paper on which the pattern is drawn or printed. Can do.

  In each of the above embodiments, only the case where the shape of the substrate constituting the educational puzzle is an A5 size rectangle has been described. However, the shape of the substrate is not limited to a rectangle, and a scene of a story is drawn. Any shape can be used as long as it has an area that can be used. Rather than simply making a rectangle or square, by rounding the four corners to make them round, there is no risk of injury from sharp corners even when using a hard material on the substrate, making it safer It can be.

  Furthermore, in each of the above-described embodiments, only the case where the shape of the substrate recess is a non-rotationally symmetric shape combining a semicircle and a rectangle has been described. However, the shape of the substrate recess is not limited to this. Such a shape may be used, or a rotationally symmetric shape may be used. As described in the section “Effects of the Invention” above, there is an advantage that the direction of the intermediate member is not wrongly fitted by making the substrate concave portion a non-rotationally symmetric shape. For a highly educated educator, the effect of intellectual education is obtained in that when the direction of the intermediate member is wrongly inserted by adopting a rotationally symmetric shape, it can be recognized as an error due to a difference in background or the like.

  Moreover, in each of the above embodiments, only “Momotaro” and “Taketori Monogatari” of “Japanese traditional tales” were explained as “story”, but as “Japanese old tales”, There are many other stories such as “Taro Urashima”, “Kachikachiyama”, “Saruani Battle”, and these may be used as subjects.

  Furthermore, in each of the above embodiments, the case where “old Japanese tales” was used as the theme for “story” has been described, but the present invention is not limited to this, and “Aesop Monogatari” including “Rabbit and Kame” And “Snow White”, “Cinderella”, “Red Riding Hood” and other “Grimm Fairy Tales”, “Oya Yubi”, “Unusable Duckling”, “Mermaid Princess” and other “Andersen Fairy Tales” , Etc. may be the subject.

  Moreover, it is not restricted to these old tales and fairy tales, and other novels and stories may be used as the theme, and newly created stories such as stories such as creative fairy tales and creative words can also be used as the theme.

  Furthermore, in each of the above-described embodiments, an educational puzzle that completes a scene that represents one of the beginning, approval, transfer, and ending of a story, and an educational puzzle set that includes the initiation, approval, transfer, and linking of a story. As an example, a set of four educational puzzles representing a set has been described. However, an educational puzzle is only required to complete one scene of a story, and an educational puzzle set represents the origin, acceptance, transfer, and conclusion of a story. The set is not limited to a set of educational puzzles, and any number of sets of educational puzzles may be used as long as they represent one scene of a continuous or related story.

  In carrying out the present invention, the configuration, shape, quantity, material, size, connection relationship, and the like of the other parts of the educational puzzle and the educational puzzle set are not limited to the above embodiments.

FIG. 1 is a perspective view showing each component of the educational puzzle according to the first embodiment of the present invention. FIGS. 2A, 2B, and 2C are perspective views showing the first half of the assembly procedure of the educational puzzle according to the first embodiment of the present invention. FIGS. 3A, 3B, and 3C are perspective views showing the latter half of the procedure for assembling the educational puzzle according to the first embodiment of the present invention. FIG. 4 is a plan view showing a completed state of the educational puzzle according to the first embodiment of the present invention. FIG. 5 is a perspective view showing each component of the educational puzzle according to the second embodiment of the present invention. FIGS. 6A, 6B, and 6C are perspective views showing the first half of the assembly procedure of the educational puzzle according to the second embodiment of the present invention. FIGS. 7A, 7B, and 7C are perspective views showing the latter half of the procedure for assembling the educational puzzle according to the second embodiment of the present invention. FIG. 8 is a plan view showing a completed state of the educational puzzle according to the second embodiment of the present invention. FIG. 9: is a perspective view which shows each structural member of the educational puzzle concerning Embodiment 3 of this invention. FIGS. 10A, 10B, and 10C are perspective views showing the first half of the assembly procedure of the educational puzzle according to the third embodiment of the present invention. FIGS. 11A, 11B, and 11C are perspective views showing the latter half of the procedure for assembling the educational puzzle according to the third embodiment of the present invention. FIG. 12 is a plan view showing a completed state of the educational puzzle according to the third embodiment of the present invention. FIG. 13: is a perspective view which shows each structural member of the educational puzzle concerning Embodiment 4 of this invention. 14 (a), 14 (b), and 14 (c) are perspective views showing the first half of the assembly procedure of the educational puzzle according to the fourth embodiment of the present invention. FIGS. 15A, 15B, and 15C are perspective views showing the latter half of the procedure for assembling the educational puzzle according to the fourth embodiment of the present invention. FIG. 16 is a plan view showing a completed state of the educational puzzle according to the fourth embodiment of the present invention. FIG. 17: is a top view which shows a mode that the 4 sets of educational puzzles which comprise the educational puzzle set concerning Embodiment 5 of this invention were arranged in order from the left according to the start of a story, acceptance, transfer, and a conclusion. is there. FIG. 18 is a perspective view showing each component of the educational puzzle according to the sixth embodiment of the present invention. 19 (a), 19 (b), and 19 (c) are perspective views showing the first half of the assembly procedure of the educational puzzle according to the sixth embodiment of the present invention. 20 (a), (b), and (c) are perspective views showing the latter half of the procedure for assembling the educational puzzle according to the sixth embodiment of the present invention. FIG. 21 is a plan view showing a completed state of the educational puzzle according to the sixth embodiment of the present invention. FIG. 22 is a plan view showing a state in which four sets of educational puzzles constituting the educational puzzle set according to the seventh embodiment of the present invention are arranged in order from the left according to the story start, acceptance, transfer, and conclusion. is there. FIG. 23 is a perspective view showing a part (substrate and intermediate member) of constituent members of one set of educational puzzles among the four educational puzzles constituting the educational puzzle set according to the seventh embodiment of the present invention. FIG. 24 is a perspective view showing a state where an intermediate member of another educational puzzle is fitted into the substrate recess of one educational puzzle in the educational puzzle set according to the seventh embodiment of the present invention.

Explanation of symbols

1, 11, 21, 31, 41, 51, 61, 71 Educational puzzle 2, 12, 22, 32, 42, 62 Substrate 2a, 12a, 22a, 32a, 42a, 62a Substrate recess 2b, 3c, 4c, 12b, 13c, 14f, 22b, 23c, 24d, 32b, 33d, 34f, 42b, 43c, 44d Background 3, 4, 13, 14, 23, 24, 33, 34, 43, 44, 63, 64 Intermediate member 3a, 13a , 13b, 14a, 14b, 14c, 23a, 23b, 24a, 33a, 33b, 33c, 34a, 34b, 34d Character penetration 3b, 4a, 4b, 14d, 14e, 24b, 24c, 34c, 34e, 43a, 43b 44a, 44b, 44c Character recess 5, 6, 7, 15, 16, 17, 18, 19, 25, 26, 27, 28, 35 36,37,38,39,40,45,46,47 Character member 5b, 6c, 17b, 18b, 25b, 25c, 35b, 36b, 45c, 45d, 46c stepped portion 7b through holes 10, 50 educational puzzle set

Claims (10)

The story scenes are time-sequentially inserted by sequentially fitting each member made of a flat plate with a thickness on a substrate that is made of a flat plate with a thickness and is provided with a concave portion of the substrate whose upper surface is recessed. According to and / or completed as a state of the scene,
A substrate made of the flat plate;
On the upper surface of the substrate, a plurality of character members made of flat plates on which characters such as persons, animals, inanimate characters appearing in a scene of a story made of a flat plate having a thickness are drawn on the surface,
It has a character concave part and / or a character penetration part into which all or a part of the plurality of character members are respectively fitted, and an integral or divided intermediate member fitted into the board concave part. An educational puzzle.   The said board | substrate recessed part has a non-rotationally symmetric shape, and is a shallow depth, The said character is each drawn in color on the surface of these character members. Educational puzzles. The background is drawn with a color in the peripheral part of the substrate and the substrate recess,
The center part of the background is drawn in color so that the background does not change except for the part that changes due to the progress of the story when the intermediate member is also fitted into the substrate recess,
A step where part or all of the character member of the character appearing later is fitted to a part of the character member of the character appearing earlier so that the character member can be inserted only in the order of appearance in the story. The educational puzzle according to claim 1, wherein a part and / or a partial recess is provided.   The educational puzzle according to any one of claims 1 to 3, wherein the substrate, the intermediate member, and the character member are printed on wood.   The educational puzzle according to any one of claims 1 to 3, wherein the board, the intermediate member, and the character member are printed on a plastic pattern.   The size of the character member is set to a size that does not enter an infant's mouth, and / or a through hole is formed in a central portion of the character member. Educational puzzles.   The educational puzzle according to any one of claims 1 to 6, wherein the story is based on a Japanese old tale.   The educational puzzle according to any one of claims 1 to 7, wherein a plurality of educational puzzles are set so as to complete each scene of the plurality of stories according to the progress of the story. Educational puzzle set.   The educational puzzle set according to claim 8, wherein each of the plurality of scenes of the story is formed into a plurality of sets so as to express a succession of the stories.   The shape and size of a board | substrate recessed part provided in each board | substrate which comprises these educational puzzles are the same about at least 2 or more sets of these educational puzzles, The Claim 8 or Claim 9 characterized by the above-mentioned. The educational puzzle set described.

Images