JP5249059B2 - Kanji exercise notes - Google Patents

Description

  The present invention relates to a dedicated kanji exercise note corresponding to a kanji drill, which is a drill material used for learning kanji, mainly in elementary schools.

Conventionally, various kinds of kanji study books suitable for elementary school students learning kanji have been proposed.
For example, the “Kanji learning system note” of Patent Document 1 starts with guidance, takes steps 1 to 4, performs kanji practice corresponding to each step, and evaluates it through pass / fail judgment by a test. To improve learning motivation.
In addition, the “Kanji practice book” of Patent Document 2 analyzes the structure of Kanji, breaks it down into blocks consisting of elements such as bias, wrinkles and crowns, and tries to learn Kanji efficiently by practicing each block. Is.
Furthermore, the “Kanji learning book” of Patent Document 3 includes a display section for meaning and example sentences, a display section for stroke order and radicals in the learning column, and the same place in a place called learning motivation space. Kanji characters that have different readings are applied to haiku phrases such as 5, 7, 5 and so on, so that students can learn with interest.

JP 2000-62351 A JP-A-8-185115 Japanese Patent Laid-Open No. 10-193839

However, these techniques cannot provide effective exercise notes in the following learning situations.
At the elementary school learning site, there is a wide learning book called “Kanji Drill” designed to organize new Kanji characters and practice Kanji acquisition according to the textbooks used (different for each textbook company). It is used.

FIGS. 7 to 9 show some pages D1, D2, and D3 of the Chinese character drill D. The usage of the Chinese character drill D is as follows. It is repeatedly written in a commercially available note different from, and learns the structure, reading, meaning, writing order, etc. of kanji.
For example, in FIG. 7, the page D1 of the Chinese character drill D is a page of a new Chinese character. Here, the items to be learned for one new Kanji character are displayed in a compact manner for each of the divided areas A1. Here, “New Kanji” means a new kanji that is to be learned for each unit of Japanese language textbooks used in elementary school classes. Kanji Drill D is published by each textbook company. Made in accordance with individual language textbooks.
The page D1 of the Chinese character drill D is for practicing to write the new Chinese characters written on the notebook many times while checking the stroke order.

In FIG. 8, the page D2 of the kanji drill D displays a kanji-kana mixed sentence, “reading” about the new kanji is written in the notebook, and further, the kanji that has already been learned (has already been learned) is not learned. If there is a way of reading, it is written in a notebook.
In FIG. 9, page D3 of the kanji drill shows a sentence written only in kana, and practiced to make a kanji kana mixed sentence by changing the bolded part and the part marked next to kanji into kanji. Is what you want to note.
In addition, the term D3 is arrange | positioned on the back surface of the term D2 in one paper of a Chinese character drill, and the term D2 and the term D3 arrange | position the same short sentence in the same order, and attach | subject the same number. For this reason, one becomes a solution of the work of the other.
Such a kanji drill D is used at school as part of a class or as a so-called “homework” for home learning.

However, commercially available notebooks that are used are merely blank paper, those with horizontal ruled lines, or those in which squares are formed by vertical and horizontal lines.
And for example, younger children are now in the stage of learning how to write notes. For this reason, even when trying to practice writing a new Kanji or the like in a notebook while looking at the page D1 shown in FIG. You will get lost in various ways.
In this regard, when a teacher uses a Kanji drill D in the classroom, not only explain the reading of Kanji and radicals, but also spend a lot of time teaching how to use and write notes. Therefore, there was a problem that time for learning kanji was insufficient.

Furthermore, when using the Chinese character drill D for home study, you must use a notebook without the teacher's guidance. For this reason, for children who are not proficient in the use of notebooks, there are cases in which home learning performed alone using the Chinese character drill D cannot be performed well.
In addition, if Kanji learning is advanced using Kanji Drill D and a commercially available notebook, and it is interrupted halfway, it will be difficult to determine how far the previous progress has been made simply by looking at the notebook when starting Kanji learning the next time. , It may interfere with the learning process.
In addition, when the teacher confirms what the child has been doing home learning with the Chinese character drill D, there is also a problem that it is difficult to determine the progress of the learning of each child because the way of writing varies by the child.

  Therefore, the present invention presents a new learning method for children to learn kanji using notes, and by using this dedicated note, it is easy to learn kanji using a kanji drill. The purpose is to provide a kanji exercise note dedicated to kanji drills that allows students to easily study even when using kanji drills in home learning, and that teachers can easily check the results. And

The present invention relates to a kanji exercise note that is used in correspondence with a specific matter that a kanji drill for learning kanji teaches or instructs, and is written in correspondence with one kanji character to be learned. A practice unit that divides the area to be printed is printed, and the practice unit is divided into a plurality of areas for filling or tracing, and all areas including these areas are printed. Is surrounded by an outer edge line so that it can be visually distinguished from other practice units, and the plurality of areas include a heading kanji area in which the one kanji character to be mastered is indicated and A reading area for entering how to read kanji, a tracing area where the kanji for tracing is entered with characters smaller than the characters in the heading kanji area, and practice in the tracing area At least one full-practice practice area that allows entry of all kanji characters to be written, and a descriptive practice area that allows entry of idioms and examples using the kanji, and the practice unit is not printed The page is provided with a notebook page corresponding to the page for practicing reading the kanji mixed text of the kanji drill. On the notebook page corresponding to the page for practicing reading, the new kanji is blank. The kanji characters and kana are already written in light ink, and the characters are traced, and a reading kana entry field is provided on the right side of the square. It is characterized in that it is possible to write the reading kana by entering the reading kana of the kanji.

Preferably , the stroke number entry area and the reading entry area are provided in the vicinity of the heading kanji area, the tracing area is provided in the vicinity of the reading entry area, and all the continuous areas are provided in succession to the tracing area. A picture practice area is provided, and the description practice area is provided adjacent to the whole picture practice area.
According to the above configuration, the child can easily recognize the kanji to be learned by visually recognizing the area ahead of other areas because the new kanji is overwritten in the heading kanji area. . Providing a stroke number entry area close to it makes it possible to enter the number of strokes prior to the practice of kanji, and to practice the subsequent kanji while confirming it.
A reading and writing area is provided in the vicinity of the heading kanji area, and a tracing area is provided in the vicinity thereof. Thus, by visually recognizing the kanji to be learned from now on and entering the reading immediately, the reading can be confirmed at any time during the subsequent kanji practice, and it is easy to remember repeatedly.
Furthermore, a full-practice practice area is provided continuously in the tracing area, and a description practice area is provided continuously so that idioms and examples using the kanji can be entered.
As a result, you can continue to practice writing all the strokes of new Kanji characters by yourself from the tracing area, and there is no difficulty in working.Next, use the idioms and the new Kanji characters in the writing practice area. Since it is possible to shift to the practice of examples such as short sentences, learning can be carried out without difficulty in this respect.

Preferably, it is configured such that a cautionary note for writing accurate characters such as “Stop”, “Splash”, “Harau”, etc. is added to the end of a part of the strokes of the kanji described in the heading kanji area. And
According to the above configuration, the heading kanji area has a large new kanji as described above, so it is easy to recognize visually, and notes such as “Stop”, “Splash” and “Harau” are attached. If it is, it is easy to learn effectively and to learn.

Preferably, in the practice unit, the heading kanji area, the tracing area, and the full-screen practice area are arranged in the vertical direction of the notebook page.
According to the above configuration, when performing vertical writing learning performed in the description of the Japanese language, it is possible to naturally encourage the child to write in the notebook while moving his gaze in the vertical direction. In addition, when forming the practice unit using the vertically long notebook used in Japanese language education, it is advantageous to arrange the heading kanji area, the tracing area, and the practice area in the vertical direction. is there.

Preferably , in the practice unit, a radical learning area is provided adjacent to the heading kanji area or adjacent to the reading and writing area, and the radical name is specified in the radical learning area. The operation of tracing the radical of the kanji is performed.
According to the above configuration, by learning “radicals” before practicing the tracing of new kanji characters, it is possible to perform the radicals consciously while tracing, so the composition of new kanji characters Can be understood more deeply.

Preferably , in the heading kanji area, the tracing area, the full stroke practice area, and the description practice area, a large square corresponding to each character is given, and the large square is formed by a dotted line or a thin line. It is characterized by being divided into four at the center cross line formed.
According to the above configuration, the large grids in each area are useful for recognizing and grasping the structure of the Chinese character in the plane space, that is, by providing the reference line equally divided in the plane space, Alternatively, when tracing or writing, it is an effective teaching for practicing to reproduce the structure and shape of kanji in a well-balanced area.

Preferably , in the description practice area, a reading kana entry field is provided on the right side of the large square.
According to the above configuration, it is useful not only for entering kanji and examples, but also for learning how to read kanji in a sentence.

Preferably , a column for entering a reading kana is formed on the right side of the square for entering the new kanji, and the reading kana entry column is divided according to the number of kana to be written. It is characterized in that it is provided.
According to the above configuration, when writing “reading” of newly-developed Kanji characters that have just been learned, appropriate hints that do not become excessive are given to promote learning for children and to improve the effectiveness of “reading” acquisition. Effective teaching. In particular, it is a great help for children to write “reading” in their notebooks without difficulty.

Preferably , the page different from the practice unit includes a character unit partition that forms a grid corresponding to a page in which kanji kana mixed sentences for acquiring reading kanji of the kanji drill are listed. a plurality of answer columns consisting of squares having a cross reference line in the grid is provided, the answer column is on the right side of the grid corresponding to the Chinese character used in the kanji kana sentence In addition, a field for entering a reading pseudonym is provided .
According to the above configuration, in learning to acquire reading of kanji characters, you can use the notes by arranging and clearly showing where to write kanji and where to write the readings. Children who do not have proper instruction in organizing notes. Moreover, since the teaching is provided in the notebook itself, the child can proceed with learning without hesitation even in home learning without the teacher's guidance.

Preferably , the field for entering the reading kana is partitioned by idiom units including the kanji.
According to the above configuration, kanji reading can be learned in idiom units.

Preferably , the column for entering the reading kana is a reading kana entry column corresponding to a kanji learning including the kanji.
According to the above configuration, the unique “reading” can be appropriately learned in units of literacy lessons. Here, kanji lessons are those in Japanese where kanji readings (kanji) are applied in kanji units, not in single characters. Even if it is broken down into single characters, there are no elements of literacy, and there are many words that cannot be segmented even by reading.

Preferably, it is a reading kana entry field provided with a number of partitions corresponding to the number of kana in the reading kana of the kanji character including the kanji.
According to the above configuration, the reading kana entry field teaches how many kana characters are “read” for each corresponding kanji lesson, and gives hints for learning. It is possible to give a strong impression when learning the “reading”.

Preferably, the partition of the field for entering the reading kana is a partition corresponding to three kana characters for two kanji characters.
According to the above configuration, there are many kanji learning lessons with three kana kana characters for two kanji characters, and a strong impression on learning can be given by clearly indicating the relationship.

  Since the present invention has the above-described configuration, a new learning method is presented when a child learns kanji using a notebook, and the kanji drill is used by using this dedicated notebook. Kanji learning can be made easy, and even when using a kanji drill in home learning, children can easily learn, and the results can be easily checked by the teacher. Exercise notes can be provided.

The figure which shows the learning unit printed on a part of Chinese character exercise notebook which concerns on embodiment of this invention. Explanatory drawing of the other one part notebook page of the kanji practice note which concerns on embodiment of this invention. Explanatory drawing of the other one part notebook page of the kanji practice note which concerns on embodiment of this invention. Explanatory drawing of the other one part notebook page of the kanji practice note which concerns on embodiment of this invention. The figure of the explanatory page provided in the kanji practice note which concerns on embodiment of this invention. The figure of the explanatory page provided in the kanji practice note which concerns on embodiment of this invention. The figure which shows a part of page of the new Chinese character of a Chinese character drill. The figure which shows a part of page of the kanji kana mixed sentence of a kanji drill. The figure which shows a part of Chinese character drawing page of a Chinese character drill.

Preferred embodiments of the present invention will be described below in detail with reference to the accompanying drawings.
The embodiments described below are preferred specific examples of the present invention, and thus various technically preferable limitations are given. However, the scope of the present invention is particularly limited in the following description. Unless otherwise stated, the present invention is not limited to these embodiments.

Before describing the embodiment of the present invention, the Chinese character drill D shown in FIGS. 7 to 9 will be supplementarily described.
In elementary school language learning, five textbook companies currently issue national language textbooks for each school year, and each school selects one textbook for use in classes.
In addition to learning Japanese with textbooks, Kanji learning is performed using the above-mentioned kanji drill for teaching during class, or for homework or home learning.
This kind of kanji drill D is divided into three volumes for three grades for each school year for three semesters divided into three for one year, and two periods for one year divided into two parts, an upper volume and a lower volume. There are two types of kanji drills collected annually for use. For any type, such a kanji drill is structured to match the unit layout of the textbooks, and at least in each unit, exercises for new kanji characters appearing in the textbooks. Can be done.

That is, the practice unit provided in the kanji exercise note is provided corresponding to the matter in the area A1 on which the page of the new kanji described in FIG. In the area A1 of the new Kanji page, the main items to be learned about one character of the new Kanji are gathered in a compact manner.
Specifically, in area A1, information such as the structure of new Kanji characters, the number of strokes, reading, writing order, examples, idioms, radicals, and the like are described. Basically, each new kanji information is intended to be acquired by copying its contents in a notebook (filling or tracing work), or by copying it repeatedly as necessary.

However, with such a Kanji drill D, there is almost no space for writing new Kanji or practice sentences using it in the booklet of the Kanji drill. It is necessary to use it together with a notebook (exercise notebook) for filling in. Usually, the notebook is printed with a notebook ruled line or grid.
However, it is particularly difficult for children in the lower grades of elementary school to write the matters that should be described under the guidance of the Chinese character drill D on ordinary notebooks that have at most only ruled lines. Therefore, it is necessary to have a skillful structure that can be taught in an easy-to-understand manner in which part of the notebook to write in which order and without omission.
The kanji practice note of this embodiment has the following skillful structure corresponding to such a problem.

FIG. 1 shows a specific page P1 of the kanji exercise note according to the present embodiment.
In this page P1, an area to be filled in corresponding to a single kanji character to be learned with reference to the kanji drill D (see FIG. 7 to FIG. 9) is shown by printing. And is denoted by reference numeral N1 in FIG. For example, a plurality of, in the illustrated case, three practice units N1, N1, and N1 are provided, which are areas for practicing different Kanji characters “quotient”, “open”, and “true”. Yes.
Since the plurality of practice units have the same structure, the practice unit for one of them, that is, the new Chinese character “quotient” of the practice unit N1 at the right end of the page P1 will be described below.

The practice unit N1 is partitioned by an outer edge line 20 (of the practice unit) so that it can be easily visually distinguished from other practice units N1. The inner side of the outer edge line 20 is divided into a plurality of areas for performing “entry” or “tracing” operations.
In this embodiment, the practice unit N1 is a vertically long rectangle (a shape defined by the outer edge line 20), and a plurality of areas provided in the outer edge line 20 are, for example, a heading kanji area 21 and a stroke number entry area 22 These are a reading entry area 23, a radical learning area 27, a tracing area 24, a full stroke practice area 25, and a description practice area 26.
Each area constituting the plurality of areas is composed of square cells except for the stroke number entry area 22. In addition to the description practice area 26 and the full stroke practice area 25, one square constitutes one area, and the inside of the square except the reading entry area 23 and the radical learning area 27 is the standard. It is quadranted by a line, that is, a dotted dotted line. The writing practice area 26 is composed of a plurality of squares.
The reason why the practice unit N1 is a vertically long rectangle is that vertical reading and vertical writing are learned in Japanese language education, and accordingly, writing in each area is vertical writing.

Each area in the practice unit N1 is devised so that the child's knowledge about new kanji is gradually increased when reading, writing, and tracing are performed one by one. In other words, learning the number of strokes accurately, learning the structure and shape of new Kanji characters, then learning the readings and meanings, and then proceeding to examples. It has been devised so that it can be learned while making a natural transition from things to applied ones, so that students can learn without difficulty even when studying on their own.
The heading kanji area 21 occupies the largest area in the practice unit N1, and a new kanji character to be learned from now on is preferably written with light ink or the like. Thereby, the child can easily visually recognize the shape and structure of the new Kanji character by referring to the heading Kanji area 21.
In addition, cautions such as “Stop”, “Haneru”, “Harau”, etc. are added to the end of some strokes of the Chinese characters described in the heading Chinese character area. As a result, regarding the shapes such as “Stop”, “Splash”, “Harau”, etc., in the main part of the large Chinese characters in the heading Chinese character area 21, the child's eyes are effectively attracted and learned easily.

Adjacent to the side of the heading Chinese character area 21, an elongated area is formed, and a vertically long area where the characters “Kaku” are written in the hiragana is the stroke number entry area 22.
The number of strokes is entered on the left side of the area A1 in FIG. 7 while checking the writing order by looking at a model written to increase by one stroke. This encourages confirmation of the number of strokes at the beginning of learning new kanji.

In this embodiment, the heading Kanji area 21 occupying a large area and the stroke number entry area 22 formed with a narrow width are arranged in parallel, and below these two areas are substantially the same width in parallel. Two rows of “cells” are arranged in the vertical direction, and the following areas are divided and provided.
In the vicinity of the heading kanji area 21, a reading entry area 23 is provided immediately below. The reading entry area 23 is formed by, for example, a square cell, a vertical partition line is provided on the left side, and “reading” and a guide are written on the outside thereof. In the reading entry area 23, the reference line described above is not provided, so that, for example, when there are a plurality of “reading” kana entries in kana notation, the entry can be made.

The radical learning area 27 is formed by a square cell, a vertical partition line is provided on the left side, and a guide notation “Bush” is provided on the outside thereof.
Within the squares, the new Kanji characters are preferably shown in light ink, etc., and in the case of illustration, “quotient” is written, and “Kuchi” and the radical of the new Kanji characters are written in the vertical direction next to it. The name is entered.
The child looks for the part corresponding to “Kuchi” that is the radical of the word “quotient” and traces the part from above.
As a result, information such as where the radical of the new Kanji is located on the specific Kanji structure and what the name of the radical is is displayed in an easy-to-understand manner. You can focus on the important part.
Since this radical is not particularly learned by the first and second graders, the learning area 27 can be omitted in the kanji exercise note for the grade.

The tracing area 24 is formed by a square cell, a vertical partition line is provided on the left side, and “tracing” is written on the outside thereof to guide work to be performed.
In the squares, the new Kanji characters are shown as “tracing characters”. The tracing characters are preferably shown thinly by light ink or the like, and can be practiced to write new kanji characters by overlaying the display and tracing from above. Preferably, the tracing character is matched with the size of the full stroke learning area 25 and the square. In addition, since the trace characters are shown in the reference line of the cross, the shape and balance of the kanji can be acquired appropriately.
In the present embodiment, the tracing area 24 is a square, but a plurality of squares may be provided for first graders starting from the beginning of Chinese characters.

A full-screen practice area 25 is provided adjacent to the tracing area 24 and immediately below it.
The full-practice practice area 25 is formed by square grids, and a vertical partition line is provided on the left side, and “Renshu” is indicated as a guide on the outside thereof. In the squares, nothing is written except for the reference line, and practiced to write a single kanji by himself as practiced in the tracing area 24. In the present embodiment, the full stroke practice area 25 is provided for two squares, but it may be composed of one square, or three or more squares may be provided.

As you continue learning in each of the above areas, you have acquired basic knowledge such as the structure of new Kanji characters, stroke count, reading, stroke order, radicals, etc. Proceed to the area where you can practice “Jukugo” and “Short sentences” using new kanji.
The writing practice area 26 is provided for such a use, and is formed by continuously connecting a plurality of square squares in the vertical direction. A vertical partition line is provided on the right side to make it narrow and kanji. "Reading" can be entered in kana, and the guide notation "Let's practice kanji and words" on the outside (guide notation is only in the right column).
More specifically, the squares constituting the description practice area 26 are six (right column) below the full-practice practice area 25, and then move to the left line, below the stroke number entry area 22. Twelve are arranged.
The description practice area 26 having such a configuration is “shop” “product” displayed there in the case of the new kanji “sho” displayed in the leftmost area A1 of the kanji drill D shown in FIG. In addition to practicing idioms such as “doing business” and “town of merchant”, you can practice writing full-practice characters in the classroom as directed by the teacher, You can use it freely to some extent, such as writing short sentences written by teachers.

2, 3, and 4 show a different page from the page on which the practice unit is printed, and the kanji kana mixed sentences imposed by the drill 1 and the drill 2 of the kanji drill D described in FIG. Shows a notebook page to practice reading.
In Fig. 8, kanji used in kanji kana mixed sentences, with white circles added are new kanji and black circles are already learned (existing) kanji. "Is a new kanji that is read in a way that is not learned.

The notebook pages shown in FIG. 2 to FIG. 4 are practiced to be read and printed in a vertical layout, and have a reference line in the same manner as the description practice area 26 described above. A narrow blank space is formed on the right side of the square to form a reading kana entry field 35 so that a kana can be written. Then, the short sentences corresponding to the kanji-kana mixed sentences of FIG. 8 are shown in order, and the new kanji and the rewritten kanji squares are left blank, and the entire kanji is filled in, and the existing kanji and kana parts are preferably It is made of light ink and is an answer column with a structure that can be traced.
Furthermore, as described above, a column for entering a reading kana is formed on the right side of the square for entering a new kanji, and this reading kana entry column is a dotted line corresponding to the number of kana to be entered. A partition 31 is provided.

Here, the partition 31 of the reading kana entry field 35 can be provided in idiom units. In this way, “reading” can be learned in idiom units.
Further, the partition 31 of the reading kana entry field 35 can be a reading kana entry field 35 corresponding to the literacy lesson. As a result, the unique “reading” can be learned appropriately with the literacy lesson as a unit.
Various specific configurations in such a case can be considered, but the simplest is a mode in which the partition 31 is provided in units of idioms or literacy units and is not further divided.
In this case as well, you can learn to read idioms and literacy units.
More preferably, the partition 31 is provided in units of idioms and idioms, and the partition 31 is further provided therein.
Before explaining such an aspect, first, “learning for literacy” will be explained.
Kanji lessons are those in which Japanese kanji readings (kanji) are given in kanji units rather than in single kanji units. Even if it is broken down into single characters, there are no elements of literacy, and there are many words that cannot be segmented even by reading.

To illustrate literacy lessons, “Today” is “Konichi” in reading aloud, but “Kyo” in literacy lessons. “Yesterday” is “sakujitsu” by reading aloud, but “yes” by literacy.
Similarly, “Fruit” is “Kabutsu” by reading aloud, “Kutomi” by “Kiyomizu”, “Shimizu” by “Kiyomizu” by “Reading”, “Shimizu” by “Kanamizu”, “Nanayu” is “Tanabata” in literacy practice.

Therefore, it is preferable that the answer field in the case of a kanji corresponding to a kanji lesson is a reading kana entry field 35 including a number of partitions 31 corresponding to the number of kana in the reading kana of a kanji lesson including kanji.
As a result, in order to acquire the “reading” while teaching the corresponding kanji lesson in units of the kanji lesson, teaching how many characters are “reading” by kana, giving hints on learning Can give a strong impression to children.
In particular, the partition 31 of the column for entering a reading kana can be a partition corresponding to three kana characters for two kanji characters. Or the partition of the reading kana entry column 35 can be made into the partition 31 corresponding to 4 kana characters with respect to 3 kanji characters.

Specifically, for example, as shown in FIG.
If you look at the 10 lines surrounded by the white circles, two squares continue in the blank, and you can enter Chinese characters. On the other hand, since one partition 31 is provided, it is taught that a two-character kana is entered. In the case of a lid cell, since two partitions 31 are provided for one Chinese character, it is taught that a three-character kana is entered.
Referring to FIG. 8 and corresponding 10 circles, it is understood that the phrase “learning” is entered in the two squares. Here, it is taught that a reading kana should be written in which “study” is 2 characters in kana and “study” is 3 characters in kana.

Please refer to FIG.
If you look at the 19 lines surrounded by black circles, the squares continue in three blanks, and you can enter Chinese characters. The partition 31 is not provided. In the case of a lid cell, two partitions 31 are provided for one Chinese character. In the case of the third square, no partition 31 is provided for one Chinese character. Therefore, in this case, it is taught that the first square contains one letter, the second square contains three letters, and the third square contains one letter.
Referring to FIG. 8 and corresponding 19 black circles, it is understood that the phrase “5-chome” is inserted in the three squares. Here, it is taught that a reading kana should be written in which “5” is 1 kana, “dō” is 3 kana, and “eye” is 1 kana.
The above two examples are “jukugo”, but it is obvious that the reading can be learned with the same configuration in the case of the “jukuri lesson” mentioned above.

In FIG. 4, when the line 3 surrounded by circles is seen, two squares continue in the blank, and kanji is entered, and the reading kana entry field 35 has no partition. In these two squares, for example, the word “one person” is entered. “One person” is a literary lesson, and reading is “one person”.
That is, an example is shown in which a reading of three kana characters must be entered in a kanji literary practice consisting of two kanji characters.
Looking at line 4 surrounded by a circle, two squares continue in the blank, and kanji characters are entered, and there is no partition in the reading kana entry field 35, so the same as described above. In these two squares, for example, the word “adult” is entered. “Adult” is a literary lesson and reading is “adult”.
In this case as well, an example is shown in which a reading of three kana characters must be entered in a kanji literary lesson consisting of two kanji characters.
In this way, for the literacy lesson, instead of providing a partition in the reading kana entry field 35, the child may be trained so that he / she notices that three letters of kana are necessary during learning.
Alternatively, each reading kana entry field 35 may be provided with two partitions 31 for two kanji characters to teach that a three-character kana should be entered, thereby increasing the teaching level.

As described above, a new kanji that has not yet been mastered and a kanji that has already been learned are composed of teachings with different degrees of hints, making it easy to learn and improving the acquisition effect.
In addition, by providing a partition 31, when writing “reading” of newly-developed Kanji characters that have just been learned, it gives appropriate hints that do not become excessive, promotes learning for children, and improves the effect of acquiring “reading” This is a very effective teaching. In particular, it is a great help for children to write “reading” in their notebooks without difficulty.

The page shown in Fig. 9 of the Kanji drill D is a sentence displayed only with kana for practicing writing short sentences. In this page, a kanji kana mixed sentence where the wavy and side lines are changed to kanji is displayed. This is a page to practice writing correctly.
In a kanji drill, a kanji kana mixed sentence can be written by attaching only the corresponding problem number to a page printed with squares as shown in FIG. Not shown).

5 and 6 show explanatory pages provided in the kanji exercise note.
The upper part of FIG. 5 shows a page of a new Chinese character of the Chinese character drill D explained in FIG. 7, and this is related to the learning unit N1 of FIG. 6 to teach how to use it. ing.
The lower part of FIG. 5 teaches how to fill in a note page for practicing reading the kanji-kana mixed sentence described in FIGS.
The squares below the short sentences in the lower part of FIG. 5 and the parts of the writing practice area 26 in FIG. 6 do not give specific work instructions, so students use their notes according to their academic ability level. can do. You may practice new Kanji characters over and over, or you can choose appropriate ones from Kanji drill examples and practice them.

The kanji exercise notebook of the present embodiment is configured as described above. Since learning to write a note using a kanji drill can be performed, it is possible to learn how to write an appropriate note. Kanji exercises that make it easy to learn all the kanji, and that children can easily learn and use the kanji drills in home learning, so that the teacher can easily check the results. A notebook can be provided.
In addition, after learning once with this kanji exercise note, the next time you repeatedly practice the kanji drill, you can use a commercially available square note and proceed with learning in the same way as the kanji exercise note. it can. As a result, there is an advantage that it is possible to learn how to use a commercially available square note.

The present invention is not limited to the above-described embodiment.
For example, when the kanji drill is changed to the horizontal writing notation in Japanese, the practice unit N1 of the kanji exercise note and other pages can be changed to a grid configuration corresponding to the horizontal writing.
Although the practice unit N1 has a vertical two-row configuration, the practice unit N1 may have a configuration with more rows, such as a vertical three-row configuration.
Although the partition 31 is indicated by a dotted line in the figure, it is needless to say that it may be a solid line, a double line, a solid thick line, or the like.
The stroke number entry area 22 and the reading entry area 23 are in contact with the heading kanji area 21, but may be not in contact as long as they are arranged at close positions, or the positions may be switched.
The number of squares in the description practice area 26 can be changed as appropriate.
Furthermore, a part of each configuration of the above-described embodiment can be omitted, and other configurations not described in the embodiment may be combined.

  N1 ... practice unit, 21 ... heading kanji area, 22 ... stroke count entry area, 23 ... reading entry area, 24 ... tracing area, 25 ... full stroke practice area, 26 ...・ Description practice area, D ... Kanji drill, 31 ... Partition

Claims (13)

A kanji exercise note that is used in accordance with a specific matter taught or directed by a kanji drill for learning kanji,
One practice unit is printed that divides the area to be filled in corresponding to one kanji to be learned.
The practice unit is divided into a plurality of areas on the inside for entry or tracing.
By enclosing all areas including these multiple areas with an outer edge line, they can be visually distinguished from other practice units.
The plurality of areas are
A heading kanji area in which one kanji to be learned is overwritten and indicated;
A reading entry area for writing how to read the kanji,
A tracing area in which the kanji for tracing is entered with characters smaller than the characters in the heading kanji area;
At least one full stroke practice area that allows you to fill in all the kanji you practice in the trace area,
A writing practice area that allows you to enter idioms and examples using the kanji,
In another page on which the practice unit is not printed, a notebook page corresponding to a page for practicing reading a kanji-kana mixed sentence of a kanji drill is provided. In the notebook page corresponding to the page for practicing the reading, The new Kanji characters are filled in with the squares blank, and the existing Kanji characters and kana are printed in light ink. A kanji exercise note characterized in that a kana writing operation can be performed by entering a reading kana of the left kanji in the reading kana entry field .   The stroke number entry area and the reading entry area are provided in the vicinity of the heading kanji area, the tracing area is provided in the vicinity of the reading entry area, and the whole drawing practice area is continuous with the tracing area. The kanji exercise note according to claim 1, wherein the description practice area is provided adjacent to the full stroke practice area.   Claims are characterized in that a cautionary note for writing accurate characters such as "Stop", "Haneru", "Harau", etc. is added to the end of some strokes of the kanji described in the heading kanji area. Item 1. The kanji exercise note according to either item 1 or 2.   4. The notebook unit according to claim 1, wherein in the practice unit, the heading kanji area, the tracing area, and the full stroke practice area are arranged in the vertical direction of the page of the notebook. 5. Kanji exercise notes.   In the practice unit, a radical learning area is provided adjacent to the heading kanji area or adjacent to the reading and writing area, and the radical name is clearly indicated in the radical learning area, and the kanji The kanji exercise note according to any one of claims 1 to 4, wherein an operation of tracing the radical is performed.   In the heading kanji area, the tracing area, the full stroke practice area, and the description practice area, a large square corresponding to each character is given, and the large square is a center formed by a dotted line or a thin line. The kanji exercise note according to claim 1, wherein the kanji exercise note is divided into four by a cross line.   The kanji exercise note according to any one of claims 1 to 6, wherein a reading kana entry field is provided in a right side of the large square in the description practice area. A column for entering a reading kana is formed on the right side of the square for entering the new kanji, and the reading kana entry column is provided with a partition corresponding to the number of kana to be written. The kanji exercise note according to any one of claims 1 to 7, wherein The page different from the practice unit includes a character unit partition that forms a grid corresponding to the page in which kanji kana mixed sentences for learning the kanji reading of the kanji drill are listed, a plurality of answer columns consisting of squares having a reference line of the cross is provided on, the answer column is on the right side of the grid corresponding to the Chinese character used in the kanji kana sentence, kana A kanji practice note according to any one of claims 1 to 8, characterized in that a field for entering a character is provided . 10. The kanji exercise note according to claim 9 , wherein a column for entering the reading kana is partitioned by a idiom unit including the kanji. The kanji exercise note according to claim 9 or 10 , wherein the column for entering the reading kana is a reading kanji entry column corresponding to a kanji lesson including the kanji. 12. The kanji exercise according to claim 11, wherein the column for entering the reading kana is a reading kana entry column having a number of partitions corresponding to the number of kana in the reading kana of the kanji character including the kanji. Note. 13. The kanji practice note according to claim 12, wherein the partition of the column for entering the reading kana is a partition corresponding to three kana characters for two kanji characters.

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