JP4897440B2 - Practice tool for writing instruments - Google Patents

Description

  The present invention relates to a writing tool holding practice tool for correcting an incorrect holding method of various writing tools such as a pencil, a brush, and a ballpoint pen and learning the correct holding method.

  The important points in the correct way of holding a writing instrument, especially the correct way of holding a pencil, are (1) the position of holding the writing instrument (holding position of the writing instrument), and (2) the shape and power of the hand that can be achieved when holding the writing instrument. (3) The angle between the pencil and the paper surface when holding the writing instrument (the gripping angle of the writing instrument).

  Specifically, at the point (1) “position where the writing tool is held (holding position of the writing tool)”, “(a) the tip of the index finger comes slightly ahead of the tip of the thumb. (B) the tip of the index finger. (C) The middle finger, ring finger, and little finger are lightly bent inward, and the inside of the hand is in the state of holding an egg (d) The tip of the little finger is lightly attached to the paper surface, It is important to separate the three joints from the paper.

  Also, in point (2) “How to apply hand shape and force when holding a writing instrument”, “(a) Do not apply excessive force to wrist / finger. (B) Apply force to index finger and thumb. It ’s important to make sure that the joints are rounded.

  Furthermore, in the point (3) “An angle formed between the pencil and the paper surface when holding the writing instrument (holding angle of the writing instrument)”, the inclination angle formed by the pencil (a) and the paper surface is 50 ° to 60 °. (B) The pencil axis touches slightly before the joint of the fingertip of the middle finger (c) The axis is placed in the middle of the second and third joints of the index finger (d) Write the pencil tip in the correct posture It ’s important to always be able to see it.

  Non-patent document 1 describes in detail how to properly hold the writing instrument.

  The inventor of the present invention expresses the definition of how to properly hold a writing instrument in Non-Patent Document 1 as follows. In other words, the correct way to hold a writing instrument is: "The five finger joints (15 locations) and the wrist joint can bend and stretch freely and refracted, and no extra force is applied to the hand and arm. You can move freely and write all the basic lines as you wish.

  However, when an infant or schoolchild starts writing letters with a writing instrument for the first time, or when holding a chopstick for the first time, teaching the infant / schoolchild how to hold or write the correct writing instrument, or how to hold or use the correct chopsticks Is extremely difficult and requires a great deal of effort both for teachers and for infants and school children.

  Therefore, Non-Patent Document 2 proposes a writing instrument and a chopstick holding practice tool that can hold the writing instrument and chopsticks more stably and correctly. FIG. 14 is a perspective view showing a configuration of a conventional holding practice tool.

  As shown in FIG. 14, the holding practice tool 50 includes a plate-like upper wall portion 51, a plate-like lower wall portion 52 that faces the upper wall portion 51, and these upper and lower wall portions are predetermined. It is comprised from the clamping wall part 53 provided in order to form the space | interval.

  By passing the finger through the first space 54 and the second space 55 and attaching the holding practice tool 50 to the finger, it is easy to maintain the finger in the shape and position necessary for correctly holding the writing instrument and chopsticks. Become.

In addition, the present inventor can change the distance between the upper wall and the lower wall by separating the upper wall portion and the lower wall portion into separate members and joining them slidably to each other. Has proposed a practice tool for holding a writing instrument that can be adapted to the size of the pen (see Patent Document 1).
Japanese Patent No. 3628684 (published March 3, 2005) Takashima-shi Practice notes that improve children's characters (Takashima metaphor, published by PHP Laboratories, published March 3, 2006) Utility Model Registration No. 2502327 (published February 7, 1995)

  By the way, a writing instrument holding practice tool may be used as an appendix for books and magazines for infants and children who will learn how to hold a pencil. However, the above-mentioned writing instrument has a cross section of “D” shape and a shape with a certain width, so it is bulky and unsuitable for use as an appendix.

  In the writing instrument described in Patent Document 1, the upper wall portion and the lower wall portion are separated and used as separate members. However, even in this case, at least one of the upper wall portion and the lower wall portion has a structure in which a plate-like member serving as a clamping wall portion is erected on the plate-like wall portion, such as a book. When used as an appendix, it is still bulky.

  Thus, when using the above-mentioned writing instrument holding practice tool as an appendix or the like, a compact shape is required. Therefore, the present invention provides a writing instrument holding practice tool that can be transformed into a compact shape.

  In order to solve the above-described problem, a writing instrument holding practice tool according to the present invention includes an upper wall portion, a lower wall portion facing the upper wall portion, and an upper wall portion and a lower wall portion. A holding wall portion that divides the upper wall portion and the lower wall portion into a first space and a second space, and holds one of the two adjacent fingers A practice tool for learning how to hold a writing instrument that is inserted into the first space and the other finger is inserted into the second space to define the position of each of the fingers. The connecting portion with the wall portion and the connecting portion between the lower wall portion and the holding wall portion are formed to be bendable.

  According to said structure, a training tool can be folded by folding each connection part so that a clamping wall part may oppose an upper wall part and a lower wall part, and it can be set as a compact shape. Thereby, when not using a training tool, since it can be stored in a small place, it can be suitably used as, for example, a book, a magazine supplement, and the like. In the folded state, it is difficult to break even when external force is applied, so it is suitable for carrying around.

  In the writing instrument holding practice tool of the present invention, it is preferable that a thickness of the holding wall portion in the connection portion is thinner than that of other portions.

  According to the above configuration, a training tool that can bend the connection portion using a molding die or the like formed so that the thickness of the connection portion is thinner than other portions is a simple process. Can be manufactured. That is, the connection part and the other part can be formed of the same material, and the practice tool can be manufactured at a low cost by a simple process.

  In order to solve the above-described problem, a practice tool for holding a writing instrument according to the present invention includes an upper wall portion, a lower wall portion facing the upper wall portion, and an upper wall portion and a lower wall portion. And holding a gap wall portion that divides the upper wall portion and the lower wall portion into a first space and a second space, and one of the two adjacent fingers A practice tool for learning how to hold a writing instrument by inserting into one space and inserting the other finger into the second space and defining the position of each finger, wherein the upper wall part and the clamping wall part Is connected by fitting one end of the sandwiching wall part into a recess or a through hole formed in the upper wall part, and the lower wall part and the sandwiching wall part are Connected by fitting the other end of the holding wall into a recess or through-hole formed in the lower wall. It is characterized in Rukoto.

  According to said structure, the practice tool of how to hold a writing instrument can be isolate | separated into three plate-shaped members called an upper wall part, a lower wall part, and a clamping wall part. Therefore, when the practice tool is not used, the respective plate-like members can be separated and packed in a compact state in which they are overlapped. Therefore, the practice tool of the present invention can be suitably used as an appendix for books, magazines, and the like.

  In addition to the above-described configuration, the practice tool for holding a writing instrument according to the present invention is attached by sandwiching the surface on the first space side and the surface on the second space side of the sandwiching wall portion. It is preferable to further include an auxiliary member that increases the width in the direction in which the is inserted.

  According to said structure, the width | variety of the direction in which a finger is inserted can be adjusted with an auxiliary member, without changing the magnitude | size of practice tool itself. Therefore, a single practice tool can be used from children to adults with different finger lengths, and a versatile practice tool can be provided. Moreover, according to said structure, the intensity | strength of a clamping wall part can also be improved by attaching an auxiliary member.

  In addition to the above-described configuration, the practice tool for holding a writing instrument of the present invention includes the lower wall portion that exists on the same side as the end portion of the upper wall portion from the end portion of the upper wall portion that forms the first space. It is preferable to further have a stretchable member arranged over the end of the.

  According to said structure, 1st space is divided | segmented from the outer space by the expansion-contraction member, and a writing instrument can be inserted in this divided | segmented 1st space with an index finger. Thereby, the position of the writing instrument is fixed by the elastic member, and the writing instrument can be supported at the correct position. Therefore, according to said structure, a writing instrument can be held more correctly.

  Here, the end portions of the upper wall portion and the lower wall portion refer to the end portion farthest from the connecting portion with the sandwiching wall portion.

  In addition to the above configuration, the practice tool for holding a writing instrument according to the present invention preferably has a recess for fixing the elastic member at the end of the lower wall. According to said structure, it can prevent that an expansion-contraction member slip | deviates or remove | deviates by arrange | positioning an expansion-contraction member in a recessed part.

  The writing instrument holding practice tool of the present invention further includes an annular member attached so as to surround the holding wall portion from the upper wall portion to the lower wall portion, and the elastic member is provided on the upper wall portion. Extending from the end portion to the holding wall portion side and attached to the annular member, and extending from the end portion of the lower wall portion to the holding wall portion side and attached to the annular member. Is preferred.

  According to said structure, an expansion-contraction member can be attached with a simple structure. In addition, the elastic member can be easily attached or detached as compared with the case where the elastic member is attached using an adhesive or the like.

  As described above, the practice tool for holding a writing instrument according to the present invention is capable of bending the connecting portion between the upper wall portion and the sandwiching wall portion and the connecting portion between the lower wall portion and the sandwiching wall portion. Is formed.

  In addition, as described above, the practice tool for holding a writing instrument according to the present invention is such that the upper wall portion and the sandwiching wall portion have one of the sandwiching wall portions in a recess or a through hole formed in the upper wall portion. The lower wall portion and the holding wall portion are connected to each other, and the other end portion of the holding wall portion is inserted into a recess or a through hole formed in the lower wall portion. It is connected by fitting.

  Therefore, according to said structure, a training tool can be deform | transformed into a compact shape. Thereby, when not using a training tool, since it can be stored in a small place, it can be suitably used as, for example, a book, a magazine supplement, and the like.

[Embodiment 1]
An embodiment of the present invention will be described below with reference to FIGS. Note that the present invention is not limited to this.

  FIG. 1 shows a cross-sectional shape of a writing instrument holding practice tool 1 (hereinafter simply referred to as a practice tool 1) according to the present embodiment. FIG. 2 is a perspective view of the practice tool 1.

  As shown in FIGS. 1 and 2, the practice tool 1 includes a plate-like upper wall portion 11, a plate-like lower wall portion 12 positioned opposite to the upper wall portion 11, and these upper and lower wall portions. It is comprised from the clamping wall part 13 provided in order to form the space | interval. The sandwiching wall portion 13 maintains the upper wall portion 11 and the lower wall portion 12 at a predetermined interval, and divides the space between the upper wall portion 11 and the lower wall portion 12 into a first space 14 and a second space 15. ing. The upper wall portion 11 is shorter in the longitudinal direction (lateral direction in FIG. 4) than the lower wall portion 12.

  As shown in FIGS. 1 and 2, the upper wall portion 11 has a shape that is slightly curved toward the side facing the first space 14 and the second space 15. Accordingly, when the holding wall portion 13 is sandwiched between the index finger and the middle finger, it can be adapted to the concave shape formed at the boundary between the index finger and the middle finger, and the exercise tool 1 can be used without a sense of incongruity. Therefore, when practicing how to hold a writing instrument or the like, the correct way of holding can be stably maintained. In addition, the shape of the upper wall portion 11 is, for example, a shape that is inclined from both ends toward the connection portion with the sandwiching wall portion 13 (that is, a shape of a letter “<”) in hiragana. ) May be.

  Similarly to the upper wall portion 11, the lower wall portion 12 has a shape that is slightly curved toward the side facing the first space 14 and the second space 15. Accordingly, when the holding wall portion 13 is sandwiched between the index finger and the middle finger, it can be adapted to the concave shape formed at the boundary between the index finger and the middle finger, and the exercise tool 1 can be used without a sense of incongruity. Therefore, when practicing how to hold a writing instrument or the like, the correct way of holding can be stably maintained. The shape of the lower wall portion 12 is, for example, a shape that is inclined from both ends toward the connecting portion with the sandwiching wall portion 13 (that is, a “K” shape of hiragana). Shape).

  In the lower wall portion 12, the tip on the side forming the first space 14 has a longer shape than the tip on the other side. And the recessed part 16 for fixing the elastic member mentioned later may be formed in the edge part (namely, front-end | tip part of the longer one) of the lower wall part 12 in the side which forms the 1st space 14. .

  When using this practice tool 1, one of the two adjacent fingers (for example, the index finger) is inserted into the first space 14 and the other finger (for example, the middle finger) is inserted into the second space 15. To define the position of each of these fingers. In this way, by grasping the writing tool in a state where the position of each finger is specified, it is possible to learn how to hold the writing tool correctly.

  With the above configuration, the index finger is inserted into the first space 14 and the middle finger is inserted into the second space 15, and each area extending from the base of the index finger and the middle finger to the second joint (hereinafter, this area is practiced). When the holding wall 13 is sandwiched between both fingers (practice tool wearing state), the vertical movement between the index finger and the middle finger is restricted by the upper wall 11 and the lower wall 12. As a result, the practice tool wearing regions of the index finger and the middle finger are maintained substantially parallel to each other, and are prevented from being stepped. Note that the length in the width direction of the upper wall portion 11 and the lower wall portion 12 does not necessarily match the width of the finger, and may be formed with a dimension that exceeds at least one-half of the width of the finger.

  As described above, the practice tool 1 according to the present embodiment has substantially the same shape as the practice tool 50 shown in FIG. However, in the practice tool 1 of the present embodiment, the shape of the connection portion 13a between the upper wall portion 11 and the sandwiching wall portion 13 and the shape of the connection portion 13b between the lower wall portion 12 and the sandwiching wall portion 13 are illustrated. 14 is different from the conventional practice tool 50 shown in FIG. Specifically, the plate thickness of each of the connection portions 13a and 13b is thinner than the plate thickness of the other portions of the sandwiching wall portion 13.

  In the training tool 1 according to the present embodiment, as described above, the connection portions 13a and 13b are thinner than the other portions of the sandwiching wall portion 13, so that each connection portion Can be bent. That is, in the practice tool 1, the connecting portions 13 a and 13 b can be bent by applying a force from the upper surface of the upper wall portion 11 to the lower wall portion 12 side. Therefore, as shown in FIG. 13 can be folded and sandwiched between the upper wall portion 11 and the lower wall portion 12. By folding in this way, the practice tool 1 becomes a compact shape and its volume can be reduced. Therefore, when the practice tool 1 is not used, it can be stored in a small place, which is highly convenient. In addition, it is preferable that the training tool 1 is formed so that the thickness from the upper surface of the upper wall portion 11 to the lower surface of the lower wall portion 12 when folded as described above is 5 to 10 mm.

  The material for forming the practice tool 1 is not particularly limited as long as the connecting portions 13a and 13b can be bent. However, an appropriate flexibility such as a plastic resin such as plastic and an elastic body such as rubber is used. It is preferable that it is formed with the material which has. What is necessary is just to use what was generally used conventionally as these raw materials. If the practice tool 1 is formed of a material having such moderate flexibility, the upper surface of the upper wall portion 11 is made lower by reducing the thickness of the connection portions 13a and 13b compared to other portions. Each connection part 13a * 13b can be easily bent by pushing in lightly to 12 side. On the other hand, in a state in which such pushing force is not applied, the cross section as shown in FIG.

  In addition, after the plate-like upper wall part 11, the lower wall part 12, and the sandwiching wall part 13 are separately formed, the upper wall part 11 and the sandwiching wall part 13, and the lower wall part 12 and the sandwiching wall part 13 are It can also be formed by bonding with an adhesive. In this case, it is preferable to use an adhesive having an appropriate flexibility even when cured, such as a silicone resin. According to this, the connection portions 13a and 13b can be formed to be bendable.

  Here, the case where it has writing implements, such as a pencil and a ball-point pen, using the said training tool 1 is demonstrated.

  First, the shape of the hand is in a state of holding the correct pencil, and the practice tool 1 is sandwiched. That is, the holding wall portion 13 of the training tool 1 is sandwiched in each training tool mounting region from the base of the index finger and the middle finger to the second joint. As a result, the practice tool mounting areas of the index finger and the middle finger are fixed in the first space 14 and the second space 15 of the practice tool 1 described above. At this time, since the tip of the lower wall portion 12 on the side forming the first space 14 has a longer shape than the tip of the other side, the tip of the lower wall portion 12 is below the index finger. It projects from the thumb toward the thumb side.

  On the other hand, with the three fingers of the index finger, the middle finger, and the thumb, each fingertip being lightly rolled up, when the pencil is sharpened, the middle part of the pencil intersects the tip of the lower wall part 12 protruding. Therefore, by arranging the middle part of the pencil in contact with the tip of the lower wall part 12, the correct position of the pencil is maintained and the backward tilting is prevented. Thus, if the practice tool 1 is used, the correct holding method of the pencil can be maintained without changing the correct positions of the fingers and hands.

  When using the practice tool 1, as shown in FIG. 4, from the end of the upper wall portion 11 existing on the first space 14 side, the lower wall portion 12 also existing on the first space 14 side. You may attach and use the expansion-contraction member 21 over an edge part. In FIG. 7, the usage example of the training tool 1 which attached the elastic member 21 is shown. By attaching the extensible member 21 in this way, the writing instrument can be fixed in the correct position by inserting the writing instrument into the first space 14 together with the index finger. (For example, in the case of a pencil, the pencil can be fixed at a position having an angle of about 60 degrees with respect to the paper surface.) Therefore, according to the above configuration, the writing instrument can be held more correctly.

  Any material can be used as the elastic member 21 as long as it has moderate elasticity and can be attached from the end of the upper wall 11 to the end of the lower wall 12. is there.

  In FIG. 5, an example of the expansion-contraction member 21 attached to the training tool 1 shown in FIG. As shown in FIG. 5, the elastic member 21 is an annular rubber having a certain width (about 5 mm). The elastic member 21 shown in FIG. 5 is attached to the exercise tool 1 by a rubber band (annular member) 22 attached so as to surround the holding wall portion 13 from the upper wall portion 11 to the lower wall portion 12 as shown in FIG. It is done. That is, the practice tool 1 further includes a rubber band 22 attached so as to surround the sandwiching wall portion 13 from the upper surface of the upper wall portion 11 to the lower surface of the lower wall portion 12. It extends from the end of the portion 11 to the sandwiching wall 13 and is attached to the rubber band 22, and extends from the end of the lower wall 12 to the sandwiching wall 13 and is attached to the rubber band 22. Here, surrounding the sandwiching wall portion 13 means being attached in contact with the sandwiching wall portion 13.

  More specifically, in FIG. 4, the rubber band 22 is disposed inside the annular elastic member 21, and the elastic member 21 and the rubber band 22 are crossed with each other, and then the elastic member 21 is disposed on the first space 14 side. The elastic member 21 is attached to the practice tool 1 by overlapping. In addition, the expansion / contraction member 21 can be reliably fixed by being disposed in the recess 16 provided in the end portion of the lower wall portion 12, and the expansion / contraction member 21 may be displaced or detached from the exercise tool 1. Can be prevented.

  6A and 6B show other examples of the elastic member. The elastic member 21 'shown in FIGS. 6A and 6B is a belt-like rubber having a plurality of convex portions 21a at the end. The elastic member 21 can be attached from the end portion of the upper wall portion 11 to the end portion of the lower wall portion 12 by hooking the convex portion 21a on the rubber band 22 as shown in FIG.

  FIG. 13 shows another method for attaching the elastic member 21 shown in FIG. In the method shown in FIG. 13, the annular elastic member 21 is arranged not only on the first space 14 side but also on the second space 15 side from the end of the upper wall portion 11 to the end of the lower wall portion 12. ing. That is, the annular elastic member 21 includes the end of the upper wall portion 11 on the first space 14 side, the end of the lower wall portion 12 on the first space 14 side, and the end of the lower wall portion 12 on the second space 15 side. , And are attached so as to surround all of the end portion of the upper wall portion 11 on the second space 15 side. In addition, when attaching an expansion / contraction member in this way, a recess 16 ′ for fixing the expansion / contraction member 21 may be formed at the end opposite to the end where the recess 16 is provided. preferable.

  It is preferable to change the attachment method of the elastic member 21 shown in FIG. 4 and the attachment method of the elastic member 21 shown in FIG. 13 according to the strength of the elastic force of the elastic member, for example. That is, when the elastic force of the expansion / contraction member is relatively weak, the elastic force can be improved by performing the attachment as shown in FIG. Moreover, in order to fix a writing instrument more reliably, it is preferable to employ | adopt the attachment method as shown in FIG.

  Moreover, as another usage method of the practice tool 1 of the present embodiment, a method of attaching the auxiliary member 24 to the holding wall portion 13 and using it can be cited. FIG. 8A shows the practice tool 1 with the auxiliary member 24 attached. As shown in FIG. 8A, the auxiliary member 24 is fixed so as to sandwich the surface on the first space 14 side and the surface on the second space 15 side of the sandwiching wall portion 13. FIG. 8B shows the auxiliary member 24. As shown in the figure, the auxiliary member 24 has an elongated “U” shape and has a groove 24 a for sandwiching the sandwiching wall portion 13. The material for forming the auxiliary member 24 is not particularly limited, but a plastic material such as plastic is preferable.

  By attaching the auxiliary member 24 to the practice tool 1, the width of the holding wall portion 13 in the direction in which the finger is inserted can be increased. The width (dimension) in the direction in which the finger of the practice tool 1 is inserted is preferably slightly shorter than the length from the base of the index finger or the middle finger to the second joint, but this length has individual differences. Therefore, by attaching the auxiliary member 24 to the holding wall 13 of the training tool 1, the width in the direction in which the finger of the training tool 1 is inserted can be increased. Thereby, when the size of the practice tool 1 is designed for a child, an adult can be suitably used by attaching the auxiliary member 24. In particular, in the case of the “U” -shaped auxiliary member 24 having the groove 24a as shown in FIG. 8B, the width in the finger insertion direction can be changed by returning the position where the clamping wall portion 13 is sandwiched. Therefore, it is more preferable. Moreover, the intensity | strength of the clamping wall part 13 can be improved by attaching the auxiliary member 24. FIG.

  In FIG. 9, the usage example of the training tool 1 which attached the auxiliary member 24 is shown. As shown in FIG. 9, when using the practice tool 1 with the auxiliary member 24 attached, a portion of the auxiliary member 24 protruding to the finger insertion side into the first space 14 and the second space 15 (that is, “U The bottom of the “shape” is brought into contact with the base between the index and middle fingers. By doing in this way, the practice tool 1 can be mounted | worn in the appropriate position of a finger.

  As described above, in the writing instrument holding practice tool according to the present embodiment, the connection portion between the upper wall portion and the sandwiching wall portion and the connection portion between the lower wall portion and the sandwiching wall portion are formed to be bendable. It is what has been. Therefore, the practice tool can be folded by folding each connection portion so that the sandwiching wall portion faces the upper wall portion and the lower wall portion, and a compact shape can be achieved. Thereby, when not using a training tool, since it can be stored in a small place, it can be suitably used as, for example, a book, a magazine supplement, and the like.

[Embodiment 2]
Next, a second embodiment of the present invention will be described with reference to FIGS. Note that the present invention is not limited to this.

  FIG. 10 is a side view of a writing instrument holding practice tool 61 (hereinafter simply referred to as the practice tool 61) according to the present embodiment. FIGS. 11A to 11C are cross-sectional views showing the shapes of the members constituting the practice tool 61. FIG.

  As shown in FIG. 10, the practice tool 61 includes a plate-like upper wall portion 71, a plate-like lower wall portion 72 positioned to face the upper wall portion 71, and the upper and lower wall portions at a predetermined interval. It is comprised from the clamping wall part 73 provided in order to form. The sandwiching wall portion 73 maintains the upper wall portion 71 and the lower wall portion 72 at a predetermined interval and divides the space between the upper wall portion 71 and the lower wall portion 72 into a first space 74 and a second space 75. ing. Further, the upper wall portion 71 is shorter than the lower wall portion 72 in the longitudinal direction (lateral direction in FIG. 10). That is, the practice tool 61 has an “E” shape that is substantially katakana when viewed from the front side (the front side in the drawing).

  As described above, the practice tool 61 according to the present embodiment is applied to the practice tool 50 shown in FIG. 14 and the first embodiment in a state where the practice tool 61 is used to practice how to hold a writing instrument (a state in which the wall members are combined). It has almost the same shape as the practice tool 1. Therefore, description of a more specific shape in the state which combined each wall member is abbreviate | omitted here. However, the training tool 61 of the present embodiment is different from the training tool 50 and the training tool 1 in that the training tool 61 is composed of three separate wall members, as shown in FIGS. ing.

  FIG. 11A shows the shape of the first wall member 81 of the practice tool 61. FIG. 11B shows the shape of the third wall member 83 of the practice tool 61. FIG. 11C shows the shape of the second wall member 82 of the practice tool 61. Moreover, FIG.11 (d) is a state when accommodating the training tool 61, and is a figure which shows the state which accumulated the wall (plate) part of each wall member. In addition, the exercise tool 61 is formed so that the width from the upper wall portion 71 to the lower wall portion 72 is 5 to 10 mm in a state where the members are overlapped as shown in FIG. Is preferred.

  As shown in these drawings, the practice tool 61 includes a first wall member 81 that constitutes the upper wall portion 71, a second wall member 82 that constitutes the lower wall portion 72, and a third wall that constitutes the holding wall portion 73. The wall member 83 is formed. The upper wall portion 71 and the sandwiching wall portion 73 are one end of the third wall member 83 constituting the sandwiching wall portion 73 in the through hole 81a formed in the first wall member 81 constituting the upper wall portion 71. The lower wall part 72 and the sandwiching wall part 73 are connected by fitting the parts together, and the sandwiching wall part 73 is inserted into the through-hole 82a formed in the second wall member 82 constituting the lower wall part 72. The other end portion of the third wall member 83 to be configured is connected by fitting.

  In addition, the connection part of the 1st wall member 81 and the 3rd wall member 83 is called the 1st fitting part 73a, and the connection part of the 2nd wall member 82 and the 3rd wall member 83 is the 2nd fitting part 73b. Called.

  The first wall member 81 and the second wall member 82 will be described in more detail.

  The first wall member 81 and the second wall member 82 are slightly curved so that the side on which the third wall member 83 is fitted has a convex shape. Accordingly, when the holding wall portion 73 is sandwiched between the index finger and the middle finger, it can be adapted to the concave shape formed at the boundary between the index finger and the middle finger, and the training tool 61 can be used without a sense of incongruity. Therefore, when practicing how to hold a writing instrument or the like, the correct way of holding can be stably maintained.

  In the first wall member 81, the first fitting portion 73 a is located substantially at the center in the longitudinal direction of the upper wall portion 71. The first fitting portion 73a is formed in the same cross-sectional shape as shown in FIG. 11A over almost the entire width direction (direction orthogonal to the longitudinal direction) of the upper wall portion 71. A through hole 81 a is provided in the first fitting portion 73 a of the first wall member 81.

  In the second wall member 82, the second fitting portion 73 b and the lower wall portion 72 are located at substantially the center in the longitudinal direction. The second fitting portion 73b is formed in the same cross-sectional shape as shown in FIG. 11C over almost the entire width direction (direction perpendicular to the longitudinal direction) of the lower wall portion 72. A through hole 82 a is provided in the second fitting portion 73 b of the second wall member 82.

  Next, the third wall member 83 will be described in more detail.

  As shown in FIG. 11B, the third wall member is a plate-like member whose cross section has an “I” shape. Both end portions of the third wall member become a first fitting portion 73a fitted into the through hole 81a of the first wall member 81 and a second fitting portion 73b fitted into the through hole 82a of the second wall member 82. ing.

  In addition, each of the first fitting portion 73a and the second fitting portion 73b is provided with two projections for maintaining the fitted state reliably, and these projections are provided on the first wall. By engaging with the upper and lower ends of the through-holes of the member 81 and the second wall member 82, it is possible to prevent the fitted state from being released during use.

  In addition, the material forming the first wall member 81, the second wall member 82, and the third wall member 83 is not particularly limited, and is used as a material for a conventional practice tool for holding a writing instrument. Can be used. Examples of this material include wood, metal, synthetic resin, and rubber. If it is a synthetic resin, it can be manufactured at a lower cost by injection molding. Moreover, since the training tool 61 of the present embodiment is formed by fitting three members together, it is preferable that the training tool 61 can be deformed to some extent. Examples of such a material include plastic having plasticity.

  When the practice tool 61 according to the present embodiment is used for the practice of how to hold a writing instrument, it can be used in the same manner as the practice tool 1 according to the first embodiment, and thus the description thereof is omitted.

  In the exercise tool 61 described above, through holes 81 a and 82 a for connecting the third wall member 83 to the first wall member 81 constituting the upper wall portion 71 and the second wall member 82 constituting the lower wall portion 72 are provided. Although each is provided, the practice tool of the present invention is not limited to this configuration. As another example of the present invention, the first wall member constituting the upper wall part and the second wall member constituting the lower wall part are provided with a recess for connecting the third wall member. Can do.

  FIG. 12A shows an example of a practice tool provided with a recess as described above. FIG. 12B is a partial cross-sectional view illustrating the shape of the first wall member 81 ′ in the vicinity of the recess 81 a ′ of the practice tool 61 ′. FIG. 12C is a partial cross-sectional view showing the shape of the second wall member 82 ′ in the vicinity of the recess 82 a ′ of the practice tool 61 ′.

  A writing instrument holding practice tool 61 ′ (hereinafter, simply referred to as a practice tool 61 ′) shown in FIG. 12A is located opposite to the plate-shaped upper wall part 71 ′ and the upper wall part 71 ′. The plate-like lower wall portion 72 ′ and the upper and lower wall portions are constituted by a sandwiching wall portion 73 ′ provided to form a predetermined interval. The sandwiching wall portion 73 ′ maintains the upper wall portion 71 ′ and the lower wall portion 72 ′ at a predetermined interval, and the first space and the second space between the upper wall portion 71 ′ and the lower wall portion 72 ′. It is divided into and.

  The practice tool 61 ′ includes a first wall member 81 ′ that constitutes the upper wall portion 71 ′, a second wall member 82 ′ that constitutes the lower wall portion 72 ′, and a third wall portion that constitutes the holding wall portion 73 ′. The wall member 83 'is formed. And upper wall part 71 'and clamping wall part 73' are the 3rd wall member which comprises clamping wall part 73 'in recessed part 81a' formed in 1st wall member 81 'which comprises upper wall part 71'. One end of 83 'is connected by fitting, and lower wall part 72' and sandwiching wall part 73 'are formed in the 2nd wall member 82' which constitutes lower wall part 72 '. The other end portion of the third wall member 83 ′ constituting the sandwiching wall portion 73 ′ is connected to the recessed portion 82a ′ by fitting.

  The connecting portion between the first wall member 81 ′ and the third wall member 83 ′ is referred to as a first fitting portion 73a ′, and the connecting portion between the second wall member 82 ′ and the third wall member 83 ′ is the second. This is referred to as a fitting portion 73b ′.

  As described above, the writing instrument holding practice tool according to the present embodiment can be separated into three plate-shaped members, that is, an upper wall part, a lower wall part, and a holding wall part. Therefore, when not using a training tool, each plate-shaped member can be separated and packed in a compact state. Therefore, the practice tool of the present invention can be suitably used as an appendix for books, magazines, and the like.

  In addition, although the description is abbreviate | omitted in this Embodiment, the expansion-contraction member demonstrated in Embodiment 1 and an annular member, an auxiliary member, etc. are similarly attached and used for the training tool 61 concerning Embodiment 2. FIG. be able to.

  The present invention is not limited to the above-described embodiments, and various modifications can be made within the scope shown in the claims, and embodiments obtained by appropriately combining technical means disclosed in each embodiment are also included. It is included in the technical scope of the present invention. In particular, in the practice tool of the present invention, the shape of the part other than the connection part may be the same shape as the practice tool shown in Non-Patent Document 1 and Patent Document 1 described above.

  The writing instrument holding practice tool of the present invention has high applicability as a tool for correcting the wrong holding method of various writing tools such as pencils, brushes, and ballpoint pens and learning the correct holding method. Yes. Moreover, since the writing instrument of the present invention can be transformed into a compact shape, it can be suitably used as an appendix for books and magazines.

It is sectional drawing which shows the shape of the practice tool of how to hold the writing instrument concerning one embodiment of this invention. It is a perspective view of the training tool shown in FIG. It is sectional drawing which shows the state which changed the shape of the training tool shown in FIG. It is a perspective view which shows the state which attached the elastic member to the training tool shown in FIG. It is a perspective view which shows an example of the shape of an expansion-contraction member. (A) is a top view which shows the other example of the shape of an expansion-contraction member. (B) is sectional drawing of the expansion-contraction member shown to (a). It is a figure which shows the usage example of the training tool shown in FIG. (A) is a perspective view which shows the state which attached the auxiliary member to the training tool shown in FIG. (B) is a perspective view which shows the shape of an auxiliary member. It is a figure which shows the usage example of the training tool shown to Fig.8 (a). It is a side view which shows the shape of the holding tool practice tool of the writing instrument concerning other embodiment of this invention. (A) is sectional drawing which shows the shape of the 1st wall member of the training tool shown in FIG. (B) is sectional drawing which shows the shape of the 3rd wall member of the training tool shown in FIG. (C) is sectional drawing which shows the shape of the 2nd wall member of the training tool shown in FIG. (D) is a figure which shows the state when accommodating the training tool shown in FIG. (A) is a side view which shows the shape of each member which comprises the practice tool of how to hold the writing instrument concerning other embodiment of this invention. (B) is a fragmentary sectional view which shows the shape of the recessed part vicinity of the 1st wall member of the training tool shown to (a). (C) is a fragmentary sectional view which shows the shape of the recessed part vicinity of the 2nd wall member of the training tool shown to (a). It is a perspective view which shows the other example of the state which attached the elastic member to the training tool shown in FIG. It is a perspective view which shows the structure of the conventional holding | maintenance practice tool.

Explanation of symbols

1,61,61 'Practice tool (Practice tool for holding writing instruments)
11, 71, 71 ′ Upper wall portion 12, 72, 72 ′ Lower wall portion 13, 73, 73 ′ Holding wall portion 14, 74 First space 15, 75 Second space 13a, 13b Connection portion 16 Recessed portion 21, 21 ′ Elastic member 22 Rubber band (annular member)
24 Auxiliary member 73a, 73a '1st fitting part 73b, 73b' 2nd fitting part 81a, 82a Through-hole 81a ', 82a' Recessed part

Claims (5)

An upper wall,
A lower wall facing the upper wall,
While maintaining the upper wall portion and the lower wall portion at a predetermined interval, it has a sandwiching wall portion that divides the upper wall portion and the lower wall portion into a first space and a second space,
A practice tool for learning how to hold a writing instrument by inserting one finger of two adjacent fingers into the first space and inserting the other finger into the second space and defining the position of each finger. Because
The upper wall portion and the sandwiching wall portion are connected by fitting one end of the sandwiching wall portion into a recess or a through hole formed in the upper wall portion, and
The lower wall portion and the sandwiching wall portion are connected by fitting the other end of the sandwiching wall portion into a recess or a through hole formed in the lower wall portion ,
Each of the upper wall portion, the lower wall portion, and the holding wall portion is separable into three members . It has a U-shape having a groove for sandwiching the sandwiching wall portion, and is attached by sandwiching the surface on the first space side and the surface on the second space side of the sandwiching wall portion, and the sandwiching wall portion The writing instrument holding practice tool according to claim 1, further comprising an auxiliary member that increases a width in a direction in which the finger is inserted. It further has an expansion / contraction member arranged from the end of the upper wall forming the first space to the end of the lower wall existing on the same side as the end of the upper wall. The practice tool for holding a writing instrument according to claim 1 or 2 . 4. A writing instrument holding practice tool according to claim 3 , wherein a recess for fixing the elastic member is formed at an end of the lower wall. An annular member attached so as to surround the holding wall portion from the upper wall portion to the lower wall portion;
The elastic member is
While extending from the end portion of the upper wall portion to the holding wall portion side and being attached to the annular member,
4. The writing instrument holding practice tool according to claim 3 , wherein the exercise tool extends from the end of the lower wall portion to the holding wall portion side and is attached to the annular member. 5.

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