JP3177585U - Organized teaching tool - Google Patents

Abstract

[Problem] To make it possible for students to continue organizing and organizing according to their own thoughts, and to recognize the results visually, so that they can continue to use the organized and organized methods efficiently. Provide organized teaching tools.
A main board and an object that needs to be organized are described. The main board includes a plurality of pieces that are detachably attached to the main board. Any one of the indication areas 3 corresponding to the contents for organizing the objects described in the pieces 2 is formed with a plurality of indication areas 3 in which the contents are described. It is characterized in that the result of organizing and ordering is made to be recognized visually by sticking it to.
[Selection] Figure 1

Description

  The present invention relates to an organized teaching tool, and more particularly to an organized teaching tool that performs a pseudo-organizing method and visually recognizes the result.

  In general, people who are not good at organizing cannot identify the cause even if they feel inconvenienced in the indoor behavior, or they cannot separate and store personal items or miscellaneous goods placed messy. Many.

  Conventionally, organized classes and direct guidance have been performed for such people (Non-Patent Document 1).

Organize neatly, live simply, online, search date: May 24, 2012, URL: seton. fem. jp

  By the way, the above-described conventional technique can be expected to have a certain effect by disclosing a specific method of organizing in a document or by direct guidance. However, the following problems remain.

  In other words, these technologies are one-sided provision of information from the learner side, and the student gets information in a passive state, so there is concern that it will end with a temporary experience. It is a problem.

  The present invention was made in view of the problems remaining in the above-described conventional technology, so that students can organize and organize their own thoughts and make the results visually recognizable, It is an object of the present invention to provide an organized teaching tool that enables efficient and continuous learning of an organized organization method.

  The organized teaching tool according to claim 1 of the present invention is an organized teaching tool for learning how to organize, and describes a main board and an object that needs to be organized, and is attached to and detached from the main board. The main board is formed with a plurality of instruction areas in which the contents of organization are described, and the plurality of pieces are described in these pieces. It is characterized in that the result of organizing is visibly recognized by sticking to any one of the indicated areas corresponding to the content for organizing the target.

  By adopting such a configuration, the student describes the problem items based on his / her own experience on the one body, and also organizes and organizes content to solve these problem items, Similarly, it is described in the indicated area by its own thought.

  At this stage, the student himself / herself extracts problems in the room and thinks about the solution.

  Here, the above-described defect items and solutions may be prepared in advance by the learner and presented to the student during the lesson.

  And after taking out the pieces one by one and examining the objects such as defects described in the pieces, the contents of the arrangement as a solution corresponding to the described objects are described. And pasted on the designated area formed on the main board.

  At this time, the student again thinks about the problem extraction and the solution in the room.

When such work is performed on all the single bodies, the object that needs to be organized and the contents of the organization are left on the main board in an organized state.
Accordingly, the student can check the objects that need to be organized in a cluttered state in the sorted state.

In this way, the object that needs to be sorted and sorted by its own thoughts is sorted and the state after sorting is visually confirmed, so it is as if the method of sorting and sorting has been found on its own will Can be.
As a result, it is acquired as continuous knowledge.

  An organized teaching tool according to claim 2 of the present invention describes an object that needs to be organized according to the user's behavior on the one piece according to claim 1, It is characterized in that the organized content described in the indication area is furniture or equipment.

  By adopting such a configuration, for example, kitchens, desks, or equipment such as chests and entrances, etc., which may cause inconvenience in indoor actions such as cooking, searching, or indoor movement It is possible to recognize the need for measures such as arranging and arranging furniture and rearranging furniture.

  In practice, when the arrangement is completed, the unfinished portion can be confirmed by removing the piece.

  The organized teaching tool according to claim 3 of the present invention is a personal item or miscellaneous object that needs to be organized according to claim 1, and is described in the indicated area. The content of the organized arrangement is a storage place for the personal belongings or miscellaneous goods or the kind of the personal belongings or miscellaneous goods.

  By adopting such a configuration, even if personal items or miscellaneous goods used by the user are placed in a complicated manner, they can be efficiently sorted and organized.

  According to a fourth aspect of the present invention, there is provided a tidy-up teaching tool, wherein the main board according to the first aspect is provided with an auxiliary card, which is divided into three in the lateral direction, The compartment is folded inward to cover the central compartment, and the other end side piece is attached to a piece on which an object that cannot be organized is affixed. The central section that is exposed when opened is configured to write a cause that cannot be organized, and the opened surface of the section on one end side is configured to write a processing method for the cause. And

  By adopting such a configuration, when an object that cannot be organized due to some circumstances occurs, the one body on which these objects are described is pasted on a partition on the other end side, and then the one end side The compartment is opened to expose the back side, and the central compartment is exposed.

  With all the surfaces exposed in this way, while confirming the object described on the piece attached to the other end, examine the reasons why they cannot be organized and describe them in the central section To make the cause noticeable.

  Next, a solution to the cause described in the central compartment is examined and described on the open surface of the compartment on one end side.

This makes it possible to organize objects that cannot be organized.
Here, by moving the piece attached to the section on the other end side to the corresponding solution portion among the solutions described on the one end side, it is possible to organize more effectively. Is possible.

  According to the present invention, it is possible for the students to continue the organized and organized methods that they have learned efficiently by allowing students to organize and organize their own thoughts, and to make the results visually recognizable. Can be.

It is the schematic which shows one Embodiment of this invention. It is the schematic which shows one Embodiment of this invention. It is the schematic which shows other embodiment of this invention. It is a figure which shows the piece used for other embodiment of this invention. It is a figure which shows the piece used for other embodiment of this invention. It is a figure which shows the piece used for other embodiment of this invention. It is a figure which shows the piece used for other embodiment of this invention. It is the schematic which shows other embodiment of this invention. It is the schematic which shows the modification of this invention. It is the schematic which shows the usage method of the modification of this invention.

Hereinafter, an embodiment of the present invention will be described with reference to FIGS. 1 and 2.
The organized learning tool according to the present embodiment includes a main board 1 and a plurality of pieces 2 on which a target A that needs to be organized is described and is detachably attached to the main board 1. The board 1 is formed with a plurality of instruction areas 3 in which the organization contents B are described, and the plurality of pieces 2 have contents for organizing the objects described in these pieces 2. It is affixed to one of the corresponding indication areas 3.

  In this embodiment, the object A that needs to be arranged and arranged in the single body 2 is caused by the user's action, and the contents B of the arrangement and arrangement described in the instruction area 3 is furniture. Or equipment.

  For example, the target A is “document not found”, “room difficult to walk”, “desire to dispose”, “waste to throw away”, “office supplies not found”, “letter not found”, “book "It's hard to find something", "It can be used for something", "It's hard to find clothes", "It's hard to find shoes", "It's hard to cook", etc.

  The contents B for organizing indicate, for example, “desktop arrangement”, “bookshelf arrangement”, “chance arrangement”, “kitchen arrangement”, “furniture arrangement change”, “sorting”, etc. is there.

  These subjects A and organized contents B can be created in advance by the teacher, or can be made to be created by the student.

Then, the student picks up the plurality of pieces 2 one by one, and after confirming the object A described therein, as shown in FIG. 2, the pieces 2 are arranged in order to correspond to the solution. Is attached to the support area 3 on which the content B of the above is described.

  As a result, the target A that needs to be organized is identified, and these are sorted into one solution.

Next, another embodiment of the present invention will be described with reference to FIGS.
In the present embodiment, the organized content B described in the instruction area 3 formed on the main board 1 is set as a storage location for personal items or miscellaneous goods, or as a kind of personal items or miscellaneous goods. As the place, “desk”, “kitchen”, “bathroom”, “basin”, “entrance”, “trash can”, etc. are shown.

  Examples of personal items or miscellaneous goods as the object B that need to be organized are as shown in FIGS.

  Also in the present embodiment, as in the above-described embodiment, a large number of pieces 2 are taken out one by one, and the pieces 2 are pasted on the indication area 3 corresponding to the target A described therein. (See FIG. 8), the target A can be classified and organized.

  In the present embodiment, the purpose of learning is to sort personal items or miscellaneous goods into the same type and organize them.

Furthermore, in the above-described embodiment, there may be a case where it cannot be organized.
For example, in the case of personal items or miscellaneous goods, items that are old, damaged, etc. are wondering whether they should be kept or discarded.

  The card 4 shown in FIG. 9 and FIG. 10 is used for such an arrangement of the object A.

  The card 4 is divided into three in the horizontal direction, and the right compartment 4c is bent inward so as to cover the central compartment 4b. In the other compartment 4a, the above-mentioned target A that cannot be organized is arranged. It can be pasted.

  The right section 4c is opened after all the objects A that cannot be organized are pasted on the left section 4a, and the reason why the organization cannot be organized is written in the central section 4b that is exposed after being opened. Thus, the right side section 4c is written in consideration of a processing method for refreshing the cause.

  Then, when the processing method is determined, the piece 2 pasted on the left section 4a is moved to the corresponding processing method column to be organized.

  The target A and the organized content B shown in the embodiment are merely examples, and can be variously changed according to the sex, age, occupation, etc. of the students.

1 Main board 2 Single body 3 Instruction area 4 Card 4a Left side (other end side) section 4b Center section 4c Right side (one end side) section A Target B Contents of organization

Claims (4)

  An organizing teaching tool for teaching organizing, comprising a main board and a plurality of pieces that are attached to the main board in a detachable manner. The board is formed with a plurality of instruction areas in which the contents of organization are described, and the instruction areas corresponding to the contents for organizing the objects described in the pieces are arranged in the plurality of pieces. A teaching tool for organizing and organizing, characterized in that the result of organizing and organizing is visibly recognized by sticking to any of the above.   The object that needs to be organized and arranged on the one body is caused by a user's behavior, and the contents of the organization and arrangement described in the instruction area are furniture or equipment The organized teaching tool according to claim 1.   The object that needs to be organized in the single body is personal items or miscellaneous goods, etc., and the contents of the neat and organized items described in the instruction area are storage places for personal items or miscellaneous goods or personal items The organized teaching tool according to claim 1, which is a kind of miscellaneous goods or the like. The main board is provided with an auxiliary card, and the card is divided into three in the horizontal direction, and one end side section is bent inward to cover the central section, and the other end A single body describing an object that cannot be organized is pasted on the side compartment, and the central compartment that is exposed when the one-end compartment is opened writes the reason why it cannot be organized 2. The organized teaching tool according to claim 1, wherein an open surface of the section on one end side is configured to write the processing method of the cause.

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