JP2016074107A - Teaching material for learning - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide a teaching material for learning capable of learning a method of writing into a squared notebook without requiring to manage a plurality of booklets of an exercise booklet and a notebook.SOLUTION: A teaching material for learning includes a page P1 including a kanji learning unit 1 composed of a kanji teaching section 11 in which at least one kanji learning item is described, and a kanji example section 12 in which an example using the at least one kanji is described. The kanji example section 12 is configured to enable the example to be traced along inside a square.SELECTED DRAWING: Figure 1

Description

  The present invention relates to a learning material including a page having a grid.

  Among learning materials used in conventional kanji learning, a typical one is generally called “repetitive kanji drill”. This is a booklet (refer to FIG. 9 of Patent Document 1) printed with knowledge items and iterative learning tasks necessary for learning kanji. Generally, a notebook with squares is prepared separately and used. Practice exercises.

  In addition to the learning materials described above, a learning item that is generally referred to as a “writing drill”, which is printed with knowledge items and repeated learning tasks necessary for learning kanji, and has a writing space for performing the tasks. There is a teaching material.

JP 2010-158877 A

However, in the “Repeat Kanji Drill”, a separate note is required in addition to the drill itself, and if the learner forgets to bring either one to the study place or loses it, it will interfere with learning. There were drawbacks. In addition, there is a drawback that the instructor has to give guidance separately on the method of writing in the notebook with squares.
In addition, when learning with the “writing drill”, the writing is directly performed on the “writing drill”, so that there is a drawback in that it does not lead to learning how to write on the notebook with squares.

  Therefore, it is not necessary to manage a plurality of booklets of exercise assignment booklets and notes, and the problem to be solved by the present invention to cope with such problems is to write a method for writing into squared notes. The purpose is to provide learning materials that can be learned.

  In order to solve the above-described problem, a learning material according to the present invention includes a kanji teaching unit in which at least one kanji learning item is described, a kanji example unit in which an example using the at least one kanji is described, The kanji learning unit includes a page including a kanji learning unit, and the kanji example section is configured so that the example can be traced along the grid.

  According to the learning material according to the present invention, it is not necessary to manage a plurality of booklets, so that learning is not hindered, and a method for writing on a square notebook can be acquired. .

It is a figure which shows a part of page of the learning material which is 1st Embodiment which concerns on this invention. It is a figure which shows the one part page of the learning materials which are 2nd Embodiment which concerns on this invention. It is a figure which shows a part of page of the learning materials which are 3rd Embodiment which concerns on this invention. It is a figure which shows a part of page of the learning material which is embodiment which concerns on the invention related to this invention. It is a figure which shows a part of page of the learning material which is other embodiment which concerns on the invention related to this invention.

Hereinafter, embodiments of the present invention will be described with reference to the accompanying drawings. In this specification, a learning notebook having a grid is described as an example of a learning material according to the present invention. The present invention can be applied to various learning materials such as a drill, in addition to learning notes having grids. The present invention can also be applied to learning materials in the form of electronic files provided on the Internet and learning materials provided on various recording media such as CD-ROMs.
The learning notebook in the following embodiment is based on a textbook used in a learning site such as an elementary school. In these textbooks, each unit learns a new kanji and a new kanji (hereinafter referred to as a new kanji).

A first embodiment of a learning material according to the present invention will be described with reference to FIG. In addition, about the element same as the element demonstrated by attaching | subjecting the code | symbol in FIG. 1, provision and description of a code | symbol are abbreviate | omitted. This also applies to FIGS. 2 to 5.
Some pages P1 of the learning material have a kanji learning unit 1 including a kanji teaching unit 11, a kanji example unit 12, and a kanji practice unit 13.

  In the kanji teaching unit 11, one kanji 111 ("poem" and "open" in FIG. 1) is described, and the kanji reading, meaning, stroke order, characteristics, radicals, and idioms using the kanji The information of the Chinese characters 111 such as. The kanji teaching unit 11 may include a kanji writing order practice unit 112 in which the writing order of the kanji 111 is indicated. The kanji writing order practice unit 112 may be configured so that the kanji 111 can be traced. Further, the kanji writing order practice unit 112 may include numbers for indicating the writing order and characteristics of how to write the kanji (such as splash, long, and long).

  On the left side of the kanji teaching section, a kanji example section 12 is provided. This kanji example section 12 describes examples of idioms and sentences using the kanji 111 described in the kanji teaching section 11 (in FIG. 1, “poet”, “song”, “open”, “opening”). ing. In this example, one character is written in one box, and the characters are written in light ink, white, dotted line, broken line, etc. so that the character can be traced. The kanji example section 12 may be provided with an example reading description section 121 in which readings about kanji examples are written.

  The kanji practice unit 13 has squares, and can describe the Chinese characters 111 along the squares, and can further describe arbitrary Chinese characters along the squares.

Here, in this embodiment, two kanji learning units 11 are provided in the page P1, but only one kanji learning unit 1 may be provided in a single page, or three or more kanji learning units 1 may be provided. .
The kanji learning unit 1 may include at least one kanji teaching unit and at least one kanji example unit without including the kanji practice unit 13.

Next, the operation of the first embodiment of the learning material configured as described above will be described.
In the kanji learning unit 1, one kanji 111 can be learned with reference to the information related to the kanji 111 described in the kanji teaching unit 11. A learning effect can be improved by tracing the example using the kanji in the kanji example section 12. Furthermore, in the example section 12 for Chinese characters, one character is described for one cell, and it is possible to learn a method for describing characters along the cell. In addition, since the kanji practice unit 13 having squares is configured on the same page as the kanji teaching unit 11 and the kanji example unit 12, the user of the learning material (for example, a child student) uses the kanji 111 or the kanji 111. You can learn how to use examples along the grid. In addition to the Chinese characters 111, the Chinese characters that the user wants to learn may be described along the grids for learning. Furthermore, the user (child student) can describe the kanji that the instructor (for example, the teacher in charge) wants to learn.

A second embodiment of the learning material according to the present invention will be described with reference to FIG.
A part of page P2 of the learning material is a kanji learning unit 2 including a kanji example section 21, a kanji reading description section 212, a kanji reading description section 23, a kanji description section 22, and a kanji practice section 24. Have

  The kanji example section 21 includes at least one example 211 using kanji to be learned such as at least one new kanji. In the example section 21 for kanji, the position corresponding to the position where the example 211 is described, and the position where the reading of the at least one kanji to be learned in the example 211 can be described (in this embodiment, the right side of the example 211) ) Is provided with a Chinese character reading description section 212 having a first area (blank in this embodiment) for describing the reading of at least one Chinese character in the example 211. In addition to the number of kana characters to be described in the kanji reading description section 212, the kanji reading description section 212 may be formed with the same number of regions as the number of characters in the blank.

  In the present embodiment, in order to clarify the place to be described, the kanji example part 21 is described in a typeface that is thicker than other characters so that the kanji to be read is distinguished from other characters. A single line or a double line is drawn on the right side. The kanji reading description section 21 is provided with parentheses large enough to describe the reading corresponding to the kanji to be written on the right side of the line drawn in the kanji example section 21. . This makes it clear where the reading should be written. Moreover, the single line drawn on the right side of the example 211 in this embodiment shows the Chinese character which should describe a reading. On the other hand, the double line drawn on the right side of the example 211 in the present embodiment indicates that the portion where the line is drawn is “skills”. Here, “Kanji Kanji” refers to Kanji readings in Japanese, not in Kanji single characters. For example, “this morning” and “today” described in the present embodiment are read as “Kesa” and “Kyo” in idiom units. In this way, by clearly indicating the “learning for idioms” with a double line, it is possible to learn with an awareness of how to read in idiom units.

  On page P2, a kanji description part 22 and a kanji reading description part 23 are provided on the left side of the part where the kanji example part 21 is provided.

The Chinese character description unit 22 has squares. The kanji description section 22 is provided with a second area corresponding to the example 211 described in the kanji example section 21 and capable of describing the at least one kanji to be learned along the grid. Yes. Specifically, in the kanji description part 22, an example corresponding part corresponding to the example 211 is provided, and the part corresponding to the at least one kanji in the example 211 is blank, and the example corresponding part is blank. It is possible to trace at least one part other than kanji.
It should be noted that the blanks in the example correspondence part of the Chinese character description part 22 can have the same number of squares as the number of Chinese characters and the leading characters so that the at least one Chinese character and the leading characters can be described.

  The kanji reading description section 23 is arranged at a position corresponding to the second area of the kanji description section 22 and describes at least one kanji reading to be learned. In the present embodiment, the Chinese character reading description part 23 is provided on the right side of the blank of the Chinese character description part 22.

  A kanji practice unit 24 having squares is provided below the kanji description unit 22. Arbitrary kanji characters can be written in the kanji practice unit 24 along squares. The kanji practice unit 24 may not be provided when the kanji description unit 22 is described in almost full width across the top and bottom of the page. Moreover, the kanji practice part 23 may be provided in a vacant part other than the part in which the kanji example part 21, the kanji description part 22, and the kanji reading description part 23 are provided on the page where squares are put.

Here, in this embodiment, the kanji learning unit 2 is provided in two spread pages, but it may be provided in a single page instead of in two spread pages, or a plurality of pages in two spread pages. The kanji learning unit 2 may be provided.
The kanji learning unit 2 does not include a kanji practice section, and includes at least one kanji example section, at least one reading kanji example section, at least one kanji reading description section, and at least one kanji reading description section. And at least one kanji description part.

Next, the operation of the second embodiment of the learning material configured as described above will be described.
In the example section 21 for kanji, an example 211 using a kanji to be learned such as a new kanji is described, and a kanji reading description section 212 is provided on the right side of the kanji. By writing, you can check if you can write the reading.

  Further, a kanji description part 22 and a kanji reading description part 23 corresponding to the kanji example part 21 are provided on the left side of the kanji example part 21, and the kanji description is relied on the reading described in the kanji reading description part 23. It can be confirmed whether or not kanji can be written in the blank of the section 22. Furthermore, the Chinese character example section 21, the kanji reading description section 23, and the kanji description section 22 are provided in at least two spread pages, so that both reading and writing of kanji can be learned simultaneously on two spread pages. Since there is no need to turn, it is possible to learn efficiently.

  A kanji practice section 24 having squares is provided below the portion where the kanji description section 23 is provided, so that the user of the learning material (for example, a child student) wants to learn himself (for example, writing Alternatively, kanji that has not been read can be written along the grid and learned, and kanji that the instructor (for example, the teacher in charge) wants to learn can be written in the user (child student). In addition, when the instructor causes the user to describe, it is possible to confirm whether the inscription is properly described along the grid and to teach how to write kanji along the grid.

A third embodiment of the learning material according to the present invention will be described with reference to FIG.
P3, which is a part of the learning material and a spread page, includes an example section 31 for kanji, a kanji reading description section 32, a kanji description section 33, a kanji reading description section 34, and a kanji practice section 35. A kanji learning unit 3 including

P31, which is a single page constituting the spread page P3, is provided with a kanji example section 31, a kanji reading description section 32, and a kanji practice section 35.
The kanji example unit 31 is configured in the same manner as the kanji example unit 21 of the second embodiment, but one character is described in one box and is configured to be traceable along the grid. This is different from the second embodiment.

  The kanji reading description section 32 is a position corresponding to the position where the example of the kanji example section 31 is written, and a position where at least one kanji (kanji 311 in this embodiment) can be read (kanji in this embodiment). It is arranged on the right side of the example part 31. This kanji reading description section 32 includes a first area for describing the reading of the kanji 311 (in this embodiment, another frame line in the kanji reading description section 32 arranged on the right side of the kanji 311. A quadrangular region surrounded by a thicker frame line).

  P32, which is a single page constituting the spread page P3 with P31, is provided with a kanji description section 33, a kanji reading description section 34, and a kanji practice section 35.

  The kanji description section 33 and the kanji reading description section 34 correspond to the examples described in the kanji example section 31, and are configured in the same manner as the kanji description section 22 and the kanji reading description section 23 of the second embodiment. .

  The kanji practice unit 35 provided below the kanji example unit 31 and the kanji description unit 33 is configured in the same manner as the kanji practice unit 24 of the second embodiment.

Next, the operation of the third embodiment of the learning material configured as described above will be described.
The kanji example section 31 can learn by tracing the kanji to be learned, such as a new kanji, and examples, and by writing the kanji reading in the kanji reading description section 32 provided on the left side of the kanji. You can check if you can write a reading.

  Further, a kanji description part 33 corresponding to the example described in the kanji example part 31 and a kanji reading description part 34 are provided, and the kanji to be learned by relying on the reading described in the kanji reading description part 34. Is written in the kanji description section 33, it can be confirmed whether or not the kanji can be written.

  Furthermore, if you do not know how to write or read kanji, you can check the kanji writing on the single page P31 and the kanji reading on the single page P32 on the facing page P3. You can continue learning. Furthermore, since a kanji practice section 35 having squares is provided below the portion where the kanji example section 31 and the kanji description section 33 are provided, the user of the learning material (for example, a student student) Kanji that you want to learn by yourself (for example, kanji that you did not remember writing or reading) can be written along the squares and you can learn the kanji that the instructor (for example, the teacher in charge) wants to learn. ). Then, when the instructor causes the user to describe, it is possible to confirm whether the information is properly described along the grid and to instruct the writing along the grid.

  Here, although the first to third embodiments have been described, the same learning material can include the pages in at least two of the learning material pages in the first to third embodiments. Specifically, for example, the learning material includes a kanji teaching unit in which at least one kanji learning item is described, and an example using at least one kanji, and the at least one kanji is a square. A first page including a first kanji learning unit comprising a first kanji example unit configured to be traceable along the at least one of the at least one described in the first kanji example unit A position corresponding to a position where an example of the second kanji example part in which an example using kanji is described and an example of the second kanji example part are described, and a position where the reading of the at least one kanji can be written Corresponding to the example described in the second kanji learning unit provided with the kanji reading description section provided with the first area for describing the reading, and the second kanji example section. And can be described along squares A third kanji having a kanji description section provided with a second area and a kanji reading description section arranged at a position corresponding to the second area and having a reading of the at least one kanji. A second page including a learning unit. With such a configuration, information on kanji to be learned, such as a new kanji, is learned on the page described in the first embodiment (the first page) and written using an example. Practicing and reviewing reading and writing using examples on the page described in the second or third embodiment (the second page) is effective in learning kanji to be learned Can be done.

An example of an embodiment according to the invention having a technical idea similar to the present invention will be described below with reference to the drawings.
These embodiments relate to a learning material for arithmetic that does not need to manage a plurality of booklets and can efficiently perform learning using squared notes or the like.
FIG. 4 shows some pages P4 in the learning material for arithmetic. Some pages P4 in this learning material for arithmetic are provided with an arithmetic learning unit 4 having a mathematical expression tracing unit 41 and an answer description unit 42.

The mathematical expression tracing unit 41 is provided substantially on the left side of the page, and the addition formula is written so that it can be traced in light ink or the like, and one character is shown per square. In the arithmetic learning material in this specification, the one character means one character, a number, a symbol, or the like. In addition, on the convention of notation, a plurality of letters, numbers, symbols, etc. are described in one square, for example, a numeral having two or more digits in one square, a unit such as “ml (milliliter)”, etc. It may be written in one box as one character (the same applies below).
Here, in the present embodiment, an expression of addition is described, but it may be an expression of other four arithmetic operations (subtraction, multiplication, division), or an expression in which the four arithmetics are mixed.

  The answer description section 42 is provided on the right side of the mathematical expression tracing section 41, has squares, and describes the answers to the expressions described in the mathematical expression tracing section 41 along the squares. can do.

  Here, one answer description section 42 is provided for one mathematical expression tracing section 41. That is, the mathematical expression tracing unit 41 and the answer description unit 42 are paired. The arithmetic learning unit 4 includes at least one formula tracing unit 41 and at least one answer description unit 42 paired with the formula tracing unit. In other words, the arithmetic learning unit 4 can include a plurality of mathematical expression tracing units 41 and a plurality of answer description units 42 corresponding to the mathematical expression tracing units 41.

  In the learning material having the page P4 including the arithmetic learning unit 4, the problem to be solved by the learner is described in the mathematical expression tracing unit 41, and the answer description unit 42 is also included. Do not need. In addition, since the mathematical expression tracing unit 41 has one character written in one square along the square, the learner learns how to write the mathematical expression along the square of the note by tracing. can do.

Next, an embodiment different from FIG. 4 will be described with reference to FIG.
FIG. 5 shows some pages P5 in the learning material for arithmetic. In some pages P5 in the learning material for arithmetic, an arithmetic learning unit 5 having a problem description unit 51, an example solution and answer description unit 52, and an answer description unit 53 is provided.

  The problem description section 51 is provided substantially at the top of the page P5. In the problem description section 51, at least one example and at least one problem are described. The problem description section 51 may describe at least one problem without describing an example.

  The example solution and answer description section 52 is provided below the problem description section 51. In this example solution and answer description section 52, the solution and answer of the example described in the problem description section 51 are described so as to indicate one letter per square along the square.

  The answer description part 53 is provided below the question description part 51. The answer description portion 53 has a grid and is provided corresponding to each of the questions described in the question description portion 51.

  A tracing part 54 is provided in a part of at least one answer description part 53. The tracing section 54 is described so that the halfway expression in the answer of at least one of the problems described in the problem description section 51 can be traced so as to indicate one character per square. .

  Here, in the present embodiment, each of the problems described in the problem description section 51 is not described in a writing format, but is described so that numbers and symbols are shown on the same line. In the example solution and answer description section 52, the answers for the examples described so that numbers and symbols are shown on the same line are described in a written form with their positions aligned. Also, in the tracing part 54 provided in a part of the answer description part 53, expressions up to the middle of the answer of the problem described in the problem description part 51 are described in the writing form in a uniform manner. By configuring in this way, it is possible to learn to use handwriting when solving a problem that is not described in a writing format, and to learn to write in a uniform manner along the grid in a solution method using writing. .

  The learning material having the page P5 including the arithmetic learning unit 5 has a problem description unit 51 in which a problem to be solved by the learner is described and an answer description unit 53. do not need. In addition, the learner can obtain hints for solving the problem described in the problem description unit 51 by allowing the learner to see the solution and the answer described in the example solution and answer description unit 52. Furthermore, since the tracing section 54 provided in a part of the answer description section 53 has one character written in one square along the square, the learner traces the square of the note. You can learn how to write mathematical formulas along

  Here, in this embodiment, the learning unit 5 includes a problem description unit 51, an example solution and answer description unit 52, and an answer description unit 53. However, the learning unit 5 includes an example solution and an answer. You may have the problem description part 51 and the answer description part 53, without having the description part 52. FIG. In the answer description part 53, the tracing part 54 may not be provided.

  In the problem description section 51 in this embodiment, a problem of addition is described, but a problem of other four arithmetic operations may be described, or a problem in which four rules are mixed may be described. Further, the problem is not described only for one kind of the four arithmetic operations (for example, only addition in the present embodiment), but the problem including other four arithmetic operations, for example, the problem of addition and the problem of subtraction. You can describe the problem you are including. Furthermore, in the present embodiment, the problem of integer addition is described, but problems related to four arithmetic operations such as decimals and fractions may be described.

  Further, in the present embodiment, addition calculation is described in the example solution method and answer description unit 52 and the tracing unit 54, but subtraction, multiplication, and so on corresponding to the problem described in the problem description unit 51, It is also possible to describe the writing of other four arithmetic operations such as division. Further, when the problem description section 51 describes problems related to the four arithmetic operations such as decimals and fractions, one character is indicated per square in the four arithmetic operations such as decimals and fractions. An example solution and answer, and an intermediate expression may be described.

  In addition, the problem description unit 51 may describe a sentence problem or a problem to be answered based on a figure (for example, a problem of calculating an area, a volume, an angle, or the like). In the tracing section 54 provided in the answer description section 53, these sentence problems and expressions up to the middle of the answer of the problem to be answered based on the figure can be traced so that one character is shown in one square. May be described.

P1, P2, P3 ... Page 11 ... Kanji teaching part 12, 21, 31 ... Kanji example part 22, 33 ... Kanji description part 32, 212 ... Kanji reading description part 23, 34 ... Kanji reading description part 1 ... Kanji learning unit ( First Kanji learning unit)
2 ... Kanji learning unit (second kanji learning unit)
3 ... Kanji learning unit (third kanji learning unit)

Claims (5)

A kanji teaching unit in which at least one kanji learning item is described;
A kanji example part in which an example using the at least one kanji is described;
Has a page containing a kanji learning unit with
The kanji example section is a learning material in which the example can be traced along a grid. A kanji example part in which an example using at least one kanji is described;
A kanji reading description part which is arranged at a position corresponding to the position where the example is described and where the reading of the at least one kanji can be written, and is provided with a first region for writing the reading. When,
A kanji description portion provided with a second area corresponding to the example, wherein the second area is provided in which the at least one kanji can be written along a grid;
A kanji reading description section arranged at a position corresponding to the second region, wherein the reading of the at least one kanji is described;
A learning material with a page containing a kanji learning unit with.   The learning material according to claim 2, wherein the kanji example section is configured so that the at least one kanji can be traced along a grid. A kanji teaching unit in which at least one kanji learning item is described;
An example using the at least one kanji is described, and the at least one kanji is configured to be traceable along a grid,
A first page including a first kanji learning unit comprising:
A second kanji example section describing an example using the at least one kanji described in the first kanji example section;
A first region for describing the reading is arranged at a position corresponding to a position where an example of the second example of Chinese characters is described and where the reading of the at least one Chinese character can be described. A provided Kanji reading description section;
A second kanji learning unit with
A kanji description portion provided with a second region that corresponds to the example described in the second kanji example portion and can be written along the grid;
A kanji reading description section arranged at a position corresponding to the second region, wherein the reading of the at least one kanji is described;
A third kanji learning unit with
A second page containing
Learning material with   5. The learning material according to claim 4, wherein the second page is configured as a spread page, the second kanji learning unit is provided on one page, and the third kanji learning unit is provided on the other page.