JP3220412U - Educational materials - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide an educational material that can be suitably used as a teaching material for an image of the internal organs constituting the digestive tract of elementary school elementary and middle school children.
A base member (10) that is foldable and has one or more organs selected from the esophagus, stomach, small intestine, and large intestine within the human body displayed on the front, and is flexible and lightweight. And a model (20, which is formed by imitating one or more organs selected from the esophagus, stomach, small intestine and large intestine made of a strong material (for example, cloth) and is attachable / detachable to the base member 1 or more models selected from 30, 40, 50), and the model is formed to have an average size of the Japanese organ.
[Selection] Figure 1

Description

  The present invention relates to educational materials for facilitating understanding of the shape and size of the digestive organs, particularly the small and large intestines, sensuously and easily.

Although there is a unit on the “gastrointestinal tract” in the elementary and lower middle school curriculum, it is difficult to directly understand and understand the appearance and dimensions of the digestive tract. Therefore, there is a demand for educational materials that make it easy to understand the shape and size of the organs that make up the gastrointestinal tract, particularly the small and large intestines.
However, it has been difficult for existing models to meet such demands.
For example, a human body anatomical model has been proposed which consists of a torso model whose entire surface is opened to resemble the human thoracic cavity and abdominal cavity, and a model simulating the internal organs that are removably accommodated in the thoracic cavity and abdominal cavity. No. 129175). However, in the related art (Japanese Utility Model Laid-Open No. 4-129175), since the model imitating the internal organs is made of an artificial resin, it is particularly difficult to develop the large intestine and the small intestine to experience its length. is there. In addition, it is difficult to fold and carry it, and it is difficult to bring it to an educational site where classes should be held as necessary. Furthermore, since the texture of the model imitating the internal organs is hard, schoolchildren in the lower and middle grades of elementary school have a problem that they strongly feel a sense of discomfort between the actual “human body” and the model according to the related art.

A model having a case having a space corresponding to a simulated abdominal cavity and a simulated symbol accommodated in the space has also been proposed (see, for example, Japanese Patent No. 5065525). However, the model according to the related art (Japanese Patent No. 5065525) is for practicing operation of a small intestine endoscope, and is not premised on use in a class for schoolchildren in the lower elementary and middle school grades. Therefore, it is inconvenient to use as a teaching material for assisting schoolchildren in the lower and middle grades of elementary school to imagine the internal organs constituting the digestive tract.
An animal model is also proposed in which a bone, muscle, joint capsule, and ligament model can be attached and detached (see, for example, Japanese Patent Application Laid-Open No. 2006-114881), but bone, muscle, joint capsule, and ligament are highly specialized. It is not intended to serve as a learning material for the image of the internal organs that make up the digestive tract of elementary school children in the lower and middle grades.
Furthermore, although a model in which a simulated polyp made of high water content resin is installed on a large intestine type or stomach model has been proposed (see, for example, Japanese Utility Model Publication No. 6-4769), a model used for practice of a high-frequency knife (electric knife). Therefore, it is difficult for schoolchildren in the lower and middle grades of elementary school to imagine the internal organs that make up the digestive tract.

  The present invention was proposed in view of the above-mentioned problems of the prior art, and can be used as an educational material for school children in the lower and middle grades of elementary school. It is possible to experience the length of the large and small intestines by developing them. Providing educational materials that can be used as educational materials for the image of the internal organs that make up the digestive tract of elementary school low and middle school children, and can be brought to the educational site where classes should be held with small folding. It is aimed.

The educational material (100) of the present invention is a foldable base member (10) on which one or more organs selected from the esophagus, stomach, small intestine, and large intestine are displayed on the front,
A model (20, 30, 40, 50 selected from the esophagus, stomach, small intestine, large intestine), which is formed by imitating one or more organs selected from the esophagus, stomach, small intestine and large intestine, and is configured to be attachable / detachable to the base member (10). One or more models), and the model is formed to an average size of the Japanese organ (one or more organs selected from the esophagus, stomach, small intestine, large intestine),
The model (one or more models selected from 20, 30, 40, 50) is made of a cloth-like material made of a flexible, lightweight, strong material (for example, cloth),
A bag body (70) is formed on both side edges of the base member (10), and a rigid rod-like member (75) is disposed in the bag body (70) so as to be inserted / removed. Yes.
In the present invention, the organ is preferably the esophagus, stomach, small intestine, or large intestine.
The organs are preferably displayed in different colors.
Furthermore, the cloth-like material of the model (20, 30, 40, 50) is formed in a bag shape and is sewn in an inverted state so that the seam does not appear on the surface. It is preferable that a light material (cotton or the like) is filled.

In the present invention, the base material (10) and the model (20, 30, 40, 50: model simulating the esophagus, stomach, small intestine, large intestine) can be removed with hook-and-loop fasteners (25, 35, 45, 55) It is preferable that it is attached to.
Here, a hook-and-loop fastener is arranged at a part extending in the vertical direction at both ends in the left and right direction in the portion of the base material where the small intestine is displayed, and the model imitating the small intestine is displayed every 1 m in the longitudinal direction. A portion (47) and a hook-and-loop fastener (45t) are preferably arranged.

Moreover, in this invention, it is preferable that the area | region (MG1, MG2) which includes a magnet is comprised in the back surface of the base member (10).
Alternatively, in the present invention, it is preferable that a strip member (for example, a string 60) is provided on the base member (10) to be flexible and to suspend the base member (10).

  Furthermore, in the present invention, it is preferable to include a plate-like member that includes a magnet and displays information on the digestive organs on its surface.

According to the present invention having the above-described configuration, the foldable base member is a model that simulates an esophagus, stomach, small intestine, and large intestine made of a flexible, lightweight, and strong material (for example, cloth). 20, 30, 40, 50) are configured to be attachable / detachable, and in particular, by removing and deploying the large intestine model (50) and the small intestine model (40) from the base member (10) It is possible to understand the shape and length sensuously.
In addition, the esophagus, stomach, small intestine, large intestine model (20, 30, 40, 50) made of a flexible, lightweight and strong material (for example, cloth) is attached to the base member (10). Since the base member (10) can be folded, the educational material (100) according to the present invention can be easily folded and carried. Therefore, it is easy to bring the educational material (100) according to the present invention to the site where the lesson is to be performed, if necessary (for example, during a business trip lesson).

Furthermore, according to the present invention, the model (20, 30, 40, 50) is flexible, lightweight, and is made of a cloth-like material made of a strong material (for example, cloth). The esophagus, stomach, small intestine, and large intestine models (20, 30, 40, 50) made of lightweight and strong materials (eg cloth) have a soft texture and are low in elementary school It does not give a hard texture to middle school children. For this reason, there is no risk that schoolchildren in elementary and lower middle grades may feel a sense of discomfort felt by the actual “human body” and the model according to the related art.
In the present invention, it is possible to assist an image of the shape and dimensions of the internal organs constituting the gastrointestinal tract accurately for elementary school lower and middle school children without realistic representation of the actual digestive organs.

In the present invention, a model (20, 30, 40, 50) imitating a cloth-like material made of a flexible, lightweight and durable material (for example, cloth) is formed, and the cloth-like material is formed into a bag shape. It is formed and sewed so that the seam does not appear on the surface, and the inside is filled with a flexible and lightweight material (cotton or the like). Here, the cloth-like material is formed in a bag shape and is sewed in an inverted state so that the seam does not appear on the surface, thereby forming the model (20, 30, 40, 50). Since the seams are not visible from the outside, the model (20, 30, 40, 50) of the present invention gives an impression different from that of the actual organs of the digestive tract even if the model imitating the internal organs is not realistically formed. There is no end to it.
And since the lightweight material is used as a material of a built-in model (20, 30, 40, 50), it is easy to affix the said model on a base member, and it fixes, and a base member is damaged. There is nothing.
Here, “paper” is inconvenient as a material of the base member (10). This is because the organ is attached to the background (base member) with a hook-and-loop fastener and the frequency of attachment and removal is high, so it is torn on the paper background (base member). Moreover, it is because it will be torn if a child pulls a background (base member) and swings.

Furthermore, in this invention, the base member (10) can hold | maintain the whole attitude | position in the state extended in the perpendicular direction. Specifically, a bag body (70) is formed on both side edges of the base member (10), and a rigid rod-shaped member (75) is inserted therein, whereby the bag body is formed by the rigidity of the rod-shaped member (75). The whole exhibits rigidity and can prevent the base member (10) from being bent.
When the base member (10) is folded, the base member (10) can be folded by removing the rod-shaped member (75) from the bag (70).
Therefore, even if the upper part protrudes from the whiteboard when the model of the present invention is attached to the whiteboard with the base member (10) being unfolded, the protruding part includes the bag body (70). If it does, the protruding part will not be bent.

1 is a front view showing a first embodiment of the present invention. In 1st Embodiment, it is a front view which shows the base member of the state which removed the built-in model. It is explanatory drawing which shows the model of the esophagus in 1st Embodiment. It is explanatory drawing which shows the model of the stomach in 1st Embodiment. It is explanatory drawing which shows the state which attached the model of the small intestine in 1st Embodiment to the base member. It is explanatory drawing which expand | deploys and shows the model of the small intestine in 1st Embodiment. It is the elements on larger scale of the small intestine in 1st Embodiment. It is explanatory drawing which shows the model of the large intestine in 1st Embodiment. It is a rear view of a base member. It is explanatory drawing which shows the state suspended from the base member upper part. It is explanatory drawing which shows the bending prevention structure in the edge part of a base member. It is explanatory drawing which shows the model of the large intestine which concerns on 2nd Embodiment of this invention. It is explanatory drawing which shows the model of the stool which concerns on 3rd Embodiment of this invention. It is a stool model according to the third embodiment of the present invention, and is an explanatory view showing a model different from FIG. FIG. 15 is an explanatory diagram showing a model of stool according to a third embodiment of the present invention, which is different from FIGS. 13 and 14.

Hereinafter, embodiments of the present invention will be described with reference to the accompanying drawings.
In FIG. 1, an educational material 100 according to an embodiment of the present invention includes a base member 10 shown in FIG. 2, a model showing an esophagus (hereinafter “esophageal model”) 20 (see FIG. 3), and a model showing a stomach. (Hereinafter “stomach model”) 30 (see FIG. 4), model showing the small intestine (hereinafter “small intestine model”) 40 (see FIGS. 5 to 7), and large intestine (hereinafter “colon model”). ) The model 50 (see FIG. 8) is configured to be attachable / detachable to / from the base member 10. Although not clearly shown, the models 20, 30, 40, 50 are shaped to the average size of Japanese adults. However, it is also possible to shape to the average size of Japanese minors.
The models 20, 30, 40, and 50 are colored in different colors so that it is easy to visually recognize that they are different organs. For example, the esophageal model 20 is colored blue, the stomach model 30 is colored yellow-green, the small intestine model 40 is colored yellow, and the large intestine model 50 is colored orange. However, the coloring of the models 20, 30, 40, and 50 is not limited to this.
In the illustrated embodiment, similar members are denoted by the same reference numerals, and redundant description is omitted.

In FIG. 2, the base member 10 shows a simplified upper portion from the body 12 to the head 11 in the human body excluding the upper limbs and lower limbs, and a portion (esophagus) illustrating the esophagus, stomach, small intestine, and large intestine. A hook-and-loop fastener, which is a member for attaching the models 20, 30, 40, and 50, is arranged on the part 22 and the stomach part 32, the small intestine part 42 and the large intestine part 52), respectively. Yes.
The esophagus portion 22, the stomach portion 32, the small intestine portion 42, and the large intestine portion 52 in the base member 10 are colored in the same color as the esophageal model 20, the stomach model 30, the small intestine model 40, and the large intestine model 50. For example, the esophagus portion 22 is colored blue, the stomach portion 32 is colored yellow-green, the small intestine portion 42 is colored yellow, and the large intestine portion 52 is colored orange. As a result, the relationship between the portions 22, 32, 42, 52 of the base member 10 and the esophagus, stomach, small intestine, large intestine (or the respective models 20, 30, 40, 50) can be grasped at a glance. .

The esophagus portion 22 is provided with hook-and-loop fasteners 25a at two positions, that is, the mouth side end of the esophagus portion 22 and the position where the direction of the esophagus changes (the portion where the esophagus portion 22 is bent).
The stomach portion 32 is provided with hook-and-loop fasteners 35a at two locations, a connection portion with the esophagus portion 22 and a position corresponding to the approximate center of the stomach. However, it is possible to provide a hook-and-loop fastener at the connection between the stomach and the small intestine.
The small intestine model 40 shown in FIGS. 5 to 7 is folded nine times when attached to the base member 10 in the illustrated example. In FIG. 2, a pair of belt-shaped surface fasteners 45 t (a pair of hook-and-loop fasteners 45 t ( A pair of left and right in FIG. 2 is attached. The small intestine model 40 is provided with a hook-and-loop fastener 45 c at a connection location with the large intestine portion 52.
When the large intestine model 50 described in detail in FIG. 8 is attached to the base member 10, the large intestine model 50 is arranged in a generally “B” shape. As shown in FIG. 2, the large intestine portion 52 of the base member 10 is provided with a hook-and-loop fastener 55 a 1 at the connection portion with the small intestine in FIG. 2, and an area extending from the hook-and-loop fastener 55 a 1 to the lower end (anus side) of the large-intestine portion 52. Surface fasteners 55a are attached to a total of eight locations. Here, the hook-and-loop fastener 55a1 is formed so that the longitudinal dimension of the large intestine is longer than that of the other hook-and-loop fastener 55a.

In FIG. 2, the base member 10 is divided into three in the vertical direction by two folding lines La and Lb. In other words, the base member 10 has an upper area 13 above the fold line La, a central area 14 between the fold line La and the fold line Lb, and a lower area 15 below the fold line Lb. Yes. The base member 10 can be folded in three by two folding lines La and Lb, and can be easily carried by folding in three.
In the base member 10, rectangular and elongated bags 70 are formed in regions extending from the upper area 13 to the central area 14 at both left and right ends.

The esophageal model 20 shown in FIG. 3 has an inverted L shape as shown by C-1 in FIG. 3 when attached to the base member 10, but the single esophageal model 20 is shown in FIG. -2 can be made straight.
The esophageal model 20 has an oral end (left end in C-2 in FIG. 3), a bending point in C-1 in FIG. 3 and a gastric end (right end in C-2 in FIG. 3), Hook fasteners 25b (three places) are attached to the back side of the model 20 (the back side in FIG. 3). And the hook-and-loop fastener 25c is attached to the stomach side end part (right end part in C-2 of FIG. 3) of the model 20 of the esophagus on the front side of the model 20 of FIG.
The hook-and-loop fastener 25b attached to the esophagus model 20 can be attached / detached to / from the hook-and-loop fasteners 25a (FIG. 2) at three locations of the esophagus portion 22 in the base member 10. The hook-and-loop fastener 25c can be attached / detached to / from the hook-and-loop fastener 35b (FIG. 1) at the esophagus side end of the stomach model 30.

The esophageal model 20, the small intestine model 40, and the large intestine model 50 can be produced by, for example, cutting a lightweight and flexible material (for example, cloth) into a band shape and changing the width direction of the band-shaped cloth. Fold it in half. Then, two continuous sides of the three open sides are sewn up to form an elongated bag shape (cloth bag), and then the inside and outside of the bag shape (cloth bag) are reversed (turned over). Fill the inside of the bag-shaped model inside out, and after filling, close one open side so that the cotton in the filling does not come out.
Here, the inside and outside of the bag shape (cloth bag) are reversed and turned over so that the seam is not visible. This is because if the seam is visible, it will be different from the image of the organs that make up the digestive tract.

  The stomach model 30 shown in FIG. 4 is produced in a procedure similar to the esophageal model 20. In other words, two pieces of material cut from the left and right sides of the stomach are sewn up into a bag shape that is opened, and the bag shape is turned upside down and filled with cotton. When the cotton is filled, the open portion is sewn and closed so that the cotton of the filling does not come out.

In FIG. 4, the stomach model 30 is provided with hook-and-loop fasteners 35 b (three places) on the back side of the model 30 at the three upper and lower end portions 30 i and 30 o and the central portion.
The hook-and-loop fastener 35b at the upper end 30i is attachable / detachable to and from the hook-and-loop fastener 25c of the model 20 of the esophagus. At the central and lower end portions 30o, the hook-and-loop fastener 35b attached to the back side of the model 30 (the back side in FIG. 4) is attachable / detachable to and from the hook-and-loop fastener 45b provided at the connecting portion with the stomach in the small intestine model 40. is there.

The small intestine model 40 shown in FIGS. 5, 6, and 7 is set to have an average length (6 m in the illustrated example) of the length of the small intestine of a Japanese adult.
The small intestine model 40 includes a connection portion with the stomach (upper end in FIG. 5; provided on the surface side in FIG. 5), and a portion where the small intestine model is bent (folding point: nine in FIG. 5). The hook-and-loop fastener 45b is attached to 10 places in total. Here, the hook-and-loop fastener 45b is attached to the back side of FIG. A hook-and-loop fastener 45c is attached to the back side of FIG.
In the small intestine model 40, ribbons 47 (for example, red ribbons) are attached to five points on the right side of FIG. In the illustrated embodiment, a ribbon 47 is attached every 1 m in the longitudinal direction of the small intestine model 40. As shown in FIG. 7, the hook-and-loop fastener 45 b is located on the opposite side (the opposite side in the circumferential direction in the cross section of the model 40) at the place where the ribbon 47 is attached.
In the small intestine model 40, the nine surface fasteners 45b excluding the surface fastener at the connection portion with the stomach (upper end in FIG. 5) can be attached / detached to / from the surface fastener 45t disposed on the base member 10.

For example, during the class, by unfolding the small intestine model 40 as shown in FIG. 6 from the state of FIG. 5 (the state attached to the base member 10: corresponding to the state accommodated in the human body), For example, schoolchildren in the lower and middle grades of elementary school can experience the length of the small intestine, and can sensibly grasp that such a long member exists in the human body.
5 and 6, reference numeral L1 indicates a dimension from the connection portion with the stomach (upper connection portion in FIGS. 5 and 6) to the first bending point, and reference symbol L2 indicates the final bending point (FIG. 5). FIG. 6 shows the dimensions from the lower end connecting portion) to the large intestine side end.

The large intestine model 50 shown in FIG. 8 is set to a total length of 1.5 m in accordance with the average length of the large intestine of Japanese adults. The overall length of the large intestine model 50 is 1.5 m, which is slightly longer than the height of the elementary and lower middle school children.
According to the illustrated embodiment, the actual length and mode of the large intestine can be experienced by removing the large intestine model 50 from the base member 10 and holding it in the hand.

The large intestine model 50 is formed in an elongated bag shape thicker than the small intestine, and as shown in FIG. 8, hook and loop fasteners 55b1 and 55b2 are attached in the vicinity of the connecting portion with the small intestine, and a total of eight places in other regions. The surface fastener 55b is attached. The hook and loop fastener 55b is attached to the base member 10 shown in FIG. 8 on the right side in FIG. 8 at the upper and lower ends and the central three places, on the left side in FIG. There are one place in the approximate center part above and two places on the anal side end (lower end).
The hook-and-loop fastener 55b is attachable / detachable to and from the hook-and-loop fastener 55a (FIG. 2) disposed in the large intestine portion 52 of the base member 10. The hook-and-loop fasteners 55b1 and 55b2 can be attached to / detached from the long cotton fastener 55a1 of the base member 10 in the vicinity of the connecting portion with the small intestine. Here, the hook-and-loop fastener 55b1 of the large intestine model 50 may be attached to the hook-and-loop fastener 45c (the hook-and-loop fastener at the connecting portion between the small intestine and the large intestine) provided in the small intestine model 40.

As shown in FIGS. 1, 5 to 7, and 8, according to the illustrated embodiment, it can be visually grasped that the small intestine is thin and the large intestine is thick.
As shown in FIG. 1, when the esophageal model 20, the stomach model 30, the small intestine model 40, and the large intestine model 50 are attached (attached) to the base member 10, all the organs constituting the digestive tract are present. You can see how they are connected.

  Here, in the esophageal model 20, the small intestine model 40, and the large intestine model 50, a rope that does not require time-consuming manufacturing is not used. If a rope is used, the weight per unit length is large. It is because it cannot be attached. Particularly, when the total length is 6 m as in the small intestine model 40, the weight of the rope is large, so that the base member 10 to which the rope is attached is damaged.

It is inconvenient to manufacture the base member 10 shown in FIG. 2 with paper (material is plant fiber). The models 20, 30, 40, and 50 are attached to the base member 10 or other models with hook-and-loop fasteners, and the paper base member 10 is damaged when it is frequently attached and removed in class or the like. It is.
Moreover, it is because there is a high possibility that the child pulls and swings the base member 10 and is damaged. Here, the digestive tract model according to the illustrated embodiment is an educational material, and the object of use is often a child.
The base member 10 is preferably manufactured by selecting a light and strong member (for example, a lightweight resin board).

As described with reference to FIG. 2, the base member 10 can be folded in three. When the base member 10 is folded in three, the base member 10 is folded with the side to which the built-in models 20, 30, 40, 50 are attached inward.
By placing the models 20, 30, 40, 50 inside, when the hook-and-loop fastener is removed unintentionally, the detached model stays inside the base member 10 folded in three, and is less likely to be lost. Because it becomes. Then, folding the base member 10 in three with the side to which the built-in models 20, 30, 40, 50 are attached inside produces the models 20, 30, 40, 50 with flexible “cloth”. This is possible.
Further, by folding the base member 10 in three, it becomes easy to carry the educational material 100 according to the illustrated embodiment, and it is possible to cope with the case where the educational material 100 is carried to various places in a so-called “business trip class” or the like. .

FIG. 9 shows the back surface of the base member 10 of the educational material 100.
As shown in FIG. 9, members MG1 and MG2 including permanent magnets are attached to the back of the base member 10, and the base member 10 is attached with the models 20, 30, 40, and 50 attached, for example. Can be magnetically attached to the whiteboard.
In FIG. 9, reference numeral 60 indicates a hanging string, and reference numerals 65 (two places) on both left and right sides of the hanging string 60 indicate string attaching members for flexibly attaching the hanging string 60 to the base member 10.

FIG. 10 shows a mode in which the base member 10 is hung by the hanging string 60 without being magnetically attached to the whiteboard. Although not shown, the hanging string 60 may be passed through a through hole formed in the upper edge portion of the base member 10.
Although not shown, when the educational material 100 according to the embodiment is magnetically attached to a whiteboard having a relatively short vertical dimension by members MG1 and MG2 (FIG. 9) including permanent magnets, There is a possibility that the upper part of the base member 10 protrudes from the whiteboard (the member MG1 including the permanent magnet protrudes from the whiteboard), and the protruding part (upper area 13) is bent forward.
On the other hand, in the illustrated embodiment, when the educational material 100 according to the embodiment is attached to a white board with a relatively short vertical dimension with a magnetic force, as shown in FIG. A bag body 70 is formed on both side edges of the base member 10 from the center portion 14 to the central area 14, and a rod 75 is inserted into the bag body 70. Due to the rigidity of the rod 75, the protruding portion 13 is prevented from being bent, and the upper area 13 is prevented from being bent forward.

Although not shown, information on digestive organs (function, length, weight, etc. of each organ) is displayed on a magnetic plate piece, and the plate piece is adhered to the surface of the whiteboard. It can be used simultaneously with the educational material according to the first embodiment.
By using such a board piece at the same time as the educational material 100, information on the digestive organs displayed on the board piece is visually recognized, and knowledge to be taught using the educational material 100 shown in the class, etc. Efficiently communicated to school children.

According to the illustrated first embodiment, the foldable base member 10 has a model 20 simulating an esophagus, stomach, small intestine, and large intestine made of a flexible, lightweight and durable material (for example, cloth), 30, 40, 50 are configured to be attachable / detachable, so that the length and shape of the large intestine model 50 and the small intestine model 40 can be sensibly understood by removing the model from the base member 10 and deploying. I can do it.
In addition, the base member 10 is mounted with the esophageal model 20, the stomach model 30, the small intestine model 40, and the large intestine model 50 made of a flexible, lightweight, and strong material (for example, cloth) attached. Since it can be folded in three compactly, it is easy to carry the educational material 100 according to the first embodiment. As a result, it is easy to bring it to the site where classes are to be conducted as necessary (for example, during a business trip class).

Furthermore, according to the illustrated first embodiment, the models 20, 30, 40, 50 imitating the internal organs manufactured from a material such as cloth have a soft texture and do not give a hard impression. Therefore, there is no possibility that schoolchildren in the lower elementary and middle grades of elementary school will experience the uncomfortable feeling felt with the actual “human body” and the model according to the related art.
In the first embodiment, the actual digestive organs are not simply (planar) captured, but the elementary school lower and middle school children and the like constitute the digestive tract three-dimensionally and accurately relate the relationship between the organs. It can help to image.

In the illustrated first embodiment, the models 20, 30, 40, and 50 simulating the internal organs are flipped over a bag-like member filled with a flexible and lightweight material such as cotton and the like inside the model. Cotton is put in. By turning the cloth bag upside down, the seam of the bag-like member cannot be seen from the outside. Therefore, even if the models 20, 30, 40, and 50 imitating the internal organs are not formed realistically, it is possible to prevent an impression different from that of an actual organ.
And since the lightweight material is used, it is possible to affix the model 20, 30, 40, 50 on the base member 10, and to fix the base member by the weight of the model 20, 30, 40, 50. 10 is not damaged.

Furthermore, in the first embodiment, the educational material 100 can hold the entire posture in a state of extending in the vertical direction. Specifically, the bag body 70 is formed on both side edges of the base member 10, and the rigid rod-shaped member 75 is inserted into the bag body 70, whereby the entire bag body 70 exhibits rigidity due to the rigidity of the rod-shaped member 75. Therefore, it is possible to prevent the educational material 100 from being bent.
Therefore, when the educational material 100 is attached to the whiteboard, even if the upper portion protrudes from the whiteboard, the protruding portion (upper area 13) will not be bent.
When the educational material 100 is folded, it can be folded by removing the rod-shaped member 75 from the bag body 70.

Next, with reference to FIG. 12, the educational material which concerns on 2nd Embodiment of this invention is demonstrated.
The second embodiment of FIG. 12 is an embodiment according to a large intestine model 50A. The large intestine model 50A accommodates a filling material, and the overall shape is a so-called “sausage” shape in which the thickness dimension becomes smaller (bundled) for every certain distance in the longitudinal direction.
As explained in connection with FIG. 8, the average length of the large intestine of Japanese adults is 1.5 m, and there is an average of 1 kg of enteric bacteria in the small and large intestines, most of which are in the large intestine. Exists. In order to experience the weight of intestinal bacteria in addition to the full length being set in accordance with the average value of the total length of the large intestine of Japanese adults, the large intestine model 50A according to the second embodiment of FIG. The weight including the filler is set to be slightly over 1 kg.

The large intestine model 50A of the second embodiment is made sausage as shown in FIG. 12 because the sausage shape is close to the general image of the large intestine and the contents (weight is adjusted to 1 kg). This is because it is easy to fill the contents.
Furthermore, if the large intestine model 50A of the second embodiment is sausage-like, it can be compacted by folding the model 50A at the constricted portion if it is sausage-like. Therefore, it can be transported without being bulky.

  According to the second embodiment shown in the figure, a schoolchild who is educated by the educational material can experience the weight of the large intestine including intestinal bacteria in addition to the actual length of the large intestine.

With reference to FIGS. 13-15, the educational material which concerns on 3rd Embodiment of this invention is demonstrated.
FIG. 13 shows a model showing stool in a healthy state, and FIGS. 14 and 15 show models showing stool in an unhealthy state.
In FIG. 13, the stool model 91 in a healthy state is made of synthetic resin and the color is brown.
FIG. 14 shows a model 92 expressing, for example, diarrhea-like stool (soft stool), which is a yellowish light brown color. FIG. 15 shows a hard stool model 93 excreted during, for example, extreme constipation, and the color is dark brown.

In FIGS. 13 to 15, the models 91, 92, and 93 are common resin materials, but their hardness and specific gravity are different, and the difference between healthy stool, soft stool, and constipated stool is different. Represents a point.
The color is not limited to the above color.
According to the third embodiment shown in the drawing, a schoolchild who is educated by the educational material pays attention to daily defecation from the awareness that “stool” is simply a dirty thing, and the relationship between food and health Can raise awareness of health maintenance.

  It should be noted that the illustrated embodiment is merely an example, and is not a description that limits the technical scope of the present invention.

DESCRIPTION OF SYMBOLS 10 ... Base member 20 ... Esophageal model 25 ... Hook fastener 30 ... Stomach model 35, 45, 55 ... Hook fastener 40 ... Small intestine model 50 ... Large intestine Model 70 ... bag body 75 ... rod-shaped member 100 ... educational material

In the present invention, the base member (10) and the model (20, 30, 40, 50: model simulating the esophagus, stomach, small intestine, large intestine) can be removed with hook-and-loop fasteners (25, 35, 45, 55). It is preferable that it is attached to.
Here, a hook-and-loop fastener is arranged in a portion extending in the vertical direction at both ends in the left and right direction on the portion of the base member where the small intestine is displayed, and the model imitating the small intestine is displayed every 1 m in the longitudinal direction. A portion (47) and a hook-and-loop fastener (45t) are preferably arranged.

Claims (9)

A base member that is foldable and displays one or more organs selected from the esophagus, stomach, small intestine, and large intestine in the front,
The model is formed by imitating one or more organs selected from the esophagus, stomach, small intestine, and large intestine, and is configured to be attachable / detachable to / from the base member. Are formed in various dimensions,
The model is made of a cloth-like material made of a flexible, lightweight and durable material,
An educational material characterized in that a bag is formed on both side edges of the base member, and a rod-shaped member having rigidity is arranged in the bag so as to be inserted / removed.   The educational material according to claim 1, wherein the organ is an esophagus, stomach, small intestine, or large intestine.   The educational material according to claim 1, wherein the organs are displayed in different colors.   The cloth-like material of the model is formed in a bag shape and is sewn in an inverted state so that the seam does not appear on the surface, and the inside thereof is filled with a flexible and lightweight material. Education material of any one of ~ 3.   The educational material according to claim 1, wherein the base material and the model are detachably attached by a hook-and-loop fastener.   A hook-and-loop fastener is arranged in the portion extending in the vertical direction at both ends in the left and right direction on the portion of the base material displaying the small intestine, and the model imitating the small intestine has a display portion and a surface every 1 m in the longitudinal direction 6. The educational material according to claim 5, wherein a fastener is disposed.   The educational material according to any one of claims 1 to 6, wherein a region including a magnet is formed on the back surface of the base member.   The educational material according to any one of claims 1 to 7, wherein a strip material is provided on the upper portion of the base member to be flexible and to suspend the base member.   The educational material according to any one of claims 1 to 8, comprising a plate-like member configured to include a magnet and displaying information on digestive organs on a surface thereof.

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