JP3143463U - Learning card - Google Patents
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- JP3143463U JP3143463U JP2008003045U JP2008003045U JP3143463U JP 3143463 U JP3143463 U JP 3143463U JP 2008003045 U JP2008003045 U JP 2008003045U JP 2008003045 U JP2008003045 U JP 2008003045U JP 3143463 U JP3143463 U JP 3143463U
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Abstract
【課題】解決しようとする課題は、テープや接着剤、画鋲といった他の材料や道具を使うことなく、学習や暗記すべき内容が日常生活の中で繰り返し確認できる学習カードを提供することである。
【解決手段】カードに暗記や学習すべき情報1が印刷してあり、さらに、その情報の一部または全てを囲むように、一部を切り残して切り込み3(もしくはそれと同等の役目を果たすことのできる細長いくり抜きやミシン目)が入れてあるカードで、切り込みの端と端を結んだ線を折り目4として内側の部分2を折り起こせば立体にすることができ、日常生活で目に付く場所に置けば、繰り返して学習内容を確認することができる。
【選択図】図1The problem to be solved is to provide a learning card that can repeatedly check the contents to be learned and memorized in daily life without using other materials and tools such as tapes, adhesives, and thumbtacks. .
[MEANS FOR SOLVING PROBLEMS] Information 1 to be memorized or learned is printed on a card, and a part of the information is left so as to enclose part or all of the information, and a notch 3 (or an equivalent role is played). This is a card that has a long cutout and perforation) that can be made into a three-dimensional shape by folding the inner part 2 with the line connecting the edges of the cut as the crease 4 and folding the inner part 2. If you put it in, you can check the learning content repeatedly.
[Selection] Figure 1
Description
本考案は、覚えておくべき情報を日常生活で繰り返し確認することで効率良く覚えることが可能な、立体学習カードを形成するための学習カードに関するものである。 The present invention relates to a learning card for forming a three-dimensional learning card that can be efficiently memorized by repeatedly confirming information to be memorized in daily life.
通常の学習方法は、学習しようと思った時に、本や単語カードといった物を机の引き出しや本棚等から取り出して学習し、学習し終わったらまたそれらを片付けるというようにして学習する方法が主である。 The usual learning method is to learn by taking out things such as books and word cards from desk drawers and bookshelves when you want to learn, and then cleaning them up once you have finished learning. .
しかし、このような学習方法だと、学習をしようと思ったときにしか学習内容の確認ができず、学習時には理解や暗記が出来たと思っていても、時間が経つと忘れてしまうことが多い。 However, with this kind of learning method, you can only check the contents of the learning when you want to learn, and even if you think you can understand or memorize it during learning, you often forget it over time. .
知識の定着のためには、何度も繰り返して学習内容を確認することが不可欠であるため、学習時のみならず、日常の生活の中でも学習内容を確認できることが望ましい。
Since it is indispensable to confirm the learning content over and over again for the establishment of knowledge, it is desirable that the learning content can be confirmed not only during learning but also in daily life.
学習内容を日常生活の中で確認できるようにするための工夫としては、学習すべき内容が書いてある紙を壁やボードに貼っておくという手段が一般的に存在するものの、テープやのり、画鋲やマグネットなど、貼り付けるためには他の製品や材料の助けを借りる必要があり、また、どこにでも貼り付けるというわけにはいかないため、解決策としては不十分である。 As a device to make it possible to check the learning content in daily life, there is generally a means of pasting paper with the content to be learned on the wall or board, but tape and glue, In order to attach a thumbtack, magnet, etc., it is necessary to obtain the help of other products and materials, and since it cannot be applied everywhere, it is insufficient as a solution.
解決しようとする課題は、テープや接着剤、画鋲といった他の材料を使うことなく、学習や暗記すべきこと、心に止めておくべき内容が日常生活の中で繰り返し確認できる学習カードを提供することである。 The problem to be solved is to provide a learning card that allows you to repeatedly check in your daily life what you should learn and memorize, and keep in mind without using other materials such as tape, adhesive, and thumbtack. That is.
本考案は、カードに暗記や学習すべき情報、心に止めておきたい情報といったことが印刷してあり、さらに、その情報の一部または全てを囲むように、一部を切り残して切り込みが入っているカードで、切り込みやくり抜きの端と端とを結んだ線を折り目として内側を折り起こせば、立体的な学習カードが形成できることを主要な特徴とする。 In the present invention, information such as memorization, information to be learned, and information to be kept in mind is printed on the card, and further, a part of the information is engraved by leaving a part of the information. The main feature is that a three-dimensional learning card can be formed by folding the inside of the card that is inserted into the card, with the line connecting the edges of the cuts and cutouts folded.
本考案の学習カードは、組み立てて使うときに周りの部分が土台の役目を果たしてくれるため、水平な場所であれば、のりや画鋲などを使うことなく気軽に置くことができる。そのため、紙を壁に貼る時のように画鋲やテープなどで家を傷つけたり汚したりすることもない。 The learning card of the present invention can serve as a foundation when assembled and used, so you can easily place it without using glue or thumbtack in a horizontal place. Therefore, it does not hurt or mess up the house with thumbtacks or tapes like when sticking paper on the wall.
また、本考案の学習カードは、組み立てて使う時に平らな所であればどこにでも置くことができ、置き場所を自由に変えることができる。そのため、覚えることや心に止めておくことを目の届く場所に常に置くようにしておけば、日常生活の中で自然と繰り返し確認をすることになり、記憶の定着を図るのに有効である。 In addition, the learning card of the present invention can be placed anywhere as long as it is flat when assembled and used, and the place of placement can be freely changed. Therefore, if you always put it in a place where you can remember and keep in mind, it will be a natural and repeated check in your daily life, and it is effective for establishing memory. .
本考案の学習カードは、ただシートに切り込みやくり抜きやミシン目といった加工を施しただけのものなので、大量生産に向いており、安価である。 The learning card of the present invention is suitable for mass production and inexpensive because it is just a sheet that has been cut, cut or perforated.
また、本考案の学習カードは、組み立てて置くと片面だけしか情報が確認できないので、例えばカードの片面には問題を印刷し、裏にはそれに対する答えを印刷しておけば、立体化させて問題が書いてある面だけを見えるように置いておくことで、いつでも問題演習ができ、必要なときのみ裏の答えを確認するというように、学習の効率化を図ることが可能である。 In addition, since the learning card of the present invention can be confirmed only on one side when it is assembled, for example, the problem is printed on one side of the card, and the answer to it is printed on the back, so that it can be made three-dimensional. It is possible to improve the efficiency of learning so that only the side on which the problem is written can be seen so that problem exercises can be performed at any time and the back answer is confirmed only when necessary.
また、本考案の学習カードは、組み立てて一旦立体化させたとしても、倒せばまた元のシート状に戻すことができる。そのため、片付ける時にはシート状に戻すことでコンパクトになり、また、請求項5にあるように通し穴を開けておけば、通し穴にリングや紐を通すことによって複数のカードをまとめることができ、通常の学習カードとして持ち運んで使うことも可能である。 Moreover, even if the learning card of the present invention is assembled and once made three-dimensional, it can be returned to its original sheet shape if it is defeated. Therefore, when putting it away, it becomes compact by returning it to a sheet shape, and if a through hole is opened as in claim 5, a plurality of cards can be gathered by passing a ring or string through the through hole, It can also be carried and used as a normal learning card.
折りたてる部分のスペースを広く取りながらも、カード全体の強度や、組み立てて置く際の安定性を損なわないという目的を実現した。 While taking up a large space for folding, the purpose of the card is to maintain the strength of the entire card and stability when assembled and placed.
図1は本考案の1実施例であるが、これは、学習や暗記すべき情報1が書いてある領域2を囲むように、一部を切り残して切り込み3が入ったカードである。 FIG. 1 shows an embodiment of the present invention, which is a card with a notch 3 that is partially cut out so as to surround an area 2 in which information 1 to be learned and memorized is written.
図2は実施例1の動作を示したものだが、切り込み3の端と端を結んだ線4を折り目として折り曲げて、領域2の部分を立てる。周りの部分を土台として、平らな場所に置いて使用する。 FIG. 2 shows the operation of the first embodiment. The line 4 connecting the ends of the notch 3 is bent with a crease, and the region 2 is set up. Use the surrounding area as a base, on a flat surface.
また、図3は本考案の1実施例であるが、例えば表と裏にそれぞれ学習内容の問題5aと答え5bを書いておけば、図2と同様に組み立てて問題が書いてある面だけを見えるようにしておくことで、必要なときのみ向きを変えて裏面の答えを確認することができる。 FIG. 3 shows an embodiment of the present invention. For example, if the problem 5a and the answer 5b of the learning content are written on the front and the back, respectively, only the surface on which the problem is written is assembled as in FIG. By making it visible, you can change the direction only when necessary and check the answer on the back.
図4は本考案の1実施例であるが、実施例1にあるような切り込みの代わりに細長いくり抜き6を使ったものを挙げておく。 FIG. 4 shows an embodiment of the present invention, and an example in which an elongated cutout 6 is used instead of the cut as in the first embodiment will be mentioned.
図5は本考案の1実施例であるが、実施例1における切り込みの一部をミシン目7に置き換えたものを挙げておく。ミシン目を使う場合は、組み立てる前にあらかじめミシン目に沿って切っておき、実施例1と同様に切れ目の端と端を折り立てて使う。一部をミシン目にすることで、組み立てる際に使用者自らが切らなければならないという手間が増えるものの、組み立て前の強度は増すため、製造や発送や陳列での破損の防止に役立つ。 FIG. 5 shows an embodiment of the present invention, and a case in which a part of the cut in the embodiment 1 is replaced with a perforation 7 will be mentioned. When the perforation is used, it is cut along the perforation before assembling, and the ends of the cut are folded and used as in the first embodiment. By making a part perforated, the user has to cut off when assembling, but the strength before assembling increases, which helps to prevent breakage in manufacturing, shipping and display.
図6は本考案の1実施例であるが、これは、印刷した情報の一部だけを囲むように切り込みを入れたものである。あえて文字情報の一部だけを立体化するようにすることで、重要な文字情報だけを強調することができ、焦点を絞って記憶することが可能になる。 FIG. 6 shows an embodiment of the present invention, which is cut so as to surround only a part of the printed information. By deliberately making a part of the character information three-dimensional, it is possible to emphasize only important character information and store it with a focus.
図7は本考案の1実施例であるが、折り起こす部分は一枚のカード内に一箇所とは限らず、複数あっても良い。図7は、折り起こす部分が二箇所になったものである。 FIG. 7 shows an embodiment of the present invention, but the part to be folded is not limited to one place in one card, and there may be a plurality of parts. FIG. 7 shows two parts that are folded.
図8は本考案の1実施例であるが、折り起こす機能を持ったシート内の一部に、通し穴8が開けてあるものを示しておく。通し穴を開けておくと、組み立てて使う時以外はシート状に畳み、通し穴にリングや紐を通して複数のカードをまとめておくことができる。すると、通常の学習カードとして持ち運んだり、コンパクトに片付けたりすることが可能になる。 FIG. 8 shows an embodiment of the present invention, in which a through hole 8 is formed in a part of a sheet having a function of folding. If you make a through hole, you can fold it into a sheet except when you assemble and use it, and put multiple cards together through a ring or string in the through hole. Then, it can be carried as a normal learning card or can be compacted.
本発明は、単語暗記カード、問題集、自己啓発カード等に使用できる。 The present invention can be used for word memorization cards, problem collections, self-development cards, and the like.
1 情報
2 折り立て部
3 切り込み
4 切り残し(折り目を形成する部分)
5a 情報1(問題)
5b 情報2(答え)
6 くり抜き
7 ミシン目
8 通し穴
1 Information 2 Folded part 3 Cut 4 Uncut (part forming crease)
5a Information 1 (Problem)
5b Information 2 (answer)
6 hollow 7 perforation 8 through hole
Claims (5)
Priority Applications (1)
Application Number | Priority Date | Filing Date | Title |
---|---|---|---|
JP2008003045U JP3143463U (en) | 2008-05-13 | 2008-05-13 | Learning card |
Applications Claiming Priority (1)
Application Number | Priority Date | Filing Date | Title |
---|---|---|---|
JP2008003045U JP3143463U (en) | 2008-05-13 | 2008-05-13 | Learning card |
Publications (1)
Publication Number | Publication Date |
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JP3143463U true JP3143463U (en) | 2008-07-24 |
Family
ID=43293396
Family Applications (1)
Application Number | Title | Priority Date | Filing Date |
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JP2008003045U Expired - Fee Related JP3143463U (en) | 2008-05-13 | 2008-05-13 | Learning card |
Country Status (1)
Country | Link |
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JP (1) | JP3143463U (en) |
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2008
- 2008-05-13 JP JP2008003045U patent/JP3143463U/en not_active Expired - Fee Related
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