JP7009705B2 - Teaching materials for programming education - Google Patents

Description

The present invention relates to teaching materials for supporting programming education.

In recent years, programming education for elementary and junior high school students has been actively conducted, and various teaching materials have been proposed to support this. In programming education for elementary and junior high school students, the focus is not on program creation (coding), but on thinking about program execution procedures (algorithms) necessary to move an object as intended (for example, patent documents). 1).

On the other hand, the development of kits that allow children and adults without specialized knowledge to easily program is also in progress. For example, an electronic tag (a small electronic device that operates by receiving radio waves, etc.) having various functions such as a button, a light source, a motion sensor, a motion sensor, a temperature / humidity sensor, and an illuminance sensor is combined to control them. There is a kit for creating a program (trade name: MESH (registered trademark of Sony Corporation)). In this kit, predetermined application software is installed in an information terminal device or the like, and a program is created using the software. In this application software, icons corresponding to each electronic tag, icons corresponding to various logic processes (and process, timer process, etc.), etc. are displayed on the display screen of the information terminal device. The user can create a program execution procedure (algorithm) by selecting icons by dragging or the like, arranging them on the display screen, and connecting the icons on the display screen. In this aspect, the algorithm can be created by intuitive operation, so that even a child or an adult without specialized knowledge can easily use it.

JP-A-2017-161770

In programming education, after creating a program, it is actually executed to check whether the object works as intended. At this time, it is important to understand the correspondence between the program execution procedure and the actual operation flow. However, it is not easy for those who are new to programming to understand this correspondence.

The present invention has been made in view of the above problems, and an object of the present invention is to provide teaching materials that can intuitively understand the correspondence between a program execution procedure and an actual operation flow in programming education.

The present invention made to solve the above problems is
It is a programming educational material that operates a plurality of electronic components by executing a program created from a schematic algorithm defined by concatenating the electronic component symbols corresponding to each of the plurality of electronic components.
A board for arranging the electronic components and
A placement location suggestion portion provided on the board, which clearly indicates the placement location of the electronic component so that the placement of the electronic component on the board corresponds to the placement of the electronic component symbol in the diagramming algorithm.
To prepare for.

This programming teaching material is used, for example, as follows. A user of the teaching material creates a graphic algorithm by concatenating electronic component symbols corresponding to each of a plurality of electronic components on a display screen of an information terminal device, for example. Then, the user arranges the electronic component on the board. If it is difficult to place the electronic component itself on the board, such as when the electronic component is integrally mounted on an information terminal device or the like, a dummy electron prepared in advance as a substitute for the electronic component is used. All you have to do is place the components on the board. The board is provided with a placement location suggestion section, and when the user places each electronic component on the board according to the suggestion of the placement location suggestion section, each electronic component is plotted on the board. It is arranged so as to correspond to the arrangement of the electronic component symbols in. In the schematic algorithm, by concatenating a plurality of electronic component symbols, the operation flow of the corresponding multiple electronic components (however, the "operation flow" here is, for example, "causal operation-> result". When a program created from the schematic algorithm is executed, each electronic component on the board follows its arrangement. The user can intuitively understand the correspondence between the program execution procedure and the actual operation flow.

In the above configuration, the "placement suggestion unit" clearly indicates the position where the electronic component should be placed, and suggests the place to place the electronic component to the person who sees it. Specifically, the "placement suggestion unit" may be realized by displaying characters, symbols, figures, etc. indicating the position where the electronic component should be placed on the surface of the board, or the position where the electronic component should be placed. It may be realized by providing a jig member or the like indicating the above on a board, or it may be realized by both of them. In the former, characters, symbols, figures, etc. may be represented by being printed on the surface of the board, or a magnet, a sticker, etc. on which the characters, etc. are printed may be attached on the board. It may be represented by. Alternatively, it may be represented by an uneven structure provided on the surface of the board or the like, or may be represented by lighting a light source or the like provided on the board. Alternatively, the board may be configured by a display device such as a liquid crystal display and displayed on the display screen of the display device.

Preferably, the programming teaching material is
A connecting line display unit that displays a connecting line corresponding to a line connecting the electronic component symbols in the schematic algorithm between the electronic components arranged on the board.
To prepare for.

According to this configuration, connecting lines are displayed between the electronic components placed on the board according to the placement location suggestion part, so it is possible to more clearly understand the correspondence between the program execution procedure and the actual operation flow. Can be done.

Preferably, in the programming teaching material,
The connecting line display unit
The linear lighting member provided on the board and
A lighting control unit that displays the connecting line by lighting the linear lighting member provided between the electronic components arranged on the board.
To prepare for.

According to this configuration, when the linear lighting member is lit, the connecting line appears visually on the board, so that the correspondence between the program execution procedure and the actual operation flow can be dynamically grasped. ..

Preferably, in the programming teaching material,
The lighting control unit
When the electronic component arranged on the board is in the operating state, the linear lighting member is turned on.

According to this configuration, it is possible to control the lighting of the linear lighting member with a simple configuration.

Preferably, in the programming teaching material,
The board is made of a transparent material
The linear lighting member is provided on the back surface side of the board.

According to this configuration, the linear lighting member does not get in the way when the user arranges the electronic component on the board.

In the above configuration, the "transparent material" refers to a material that is translucent and the other side of which is transparent (ie, transparent) through the material formed from the material. The transparent material may be any material having transparency such that when the linear lighting member provided on the back surface side of the board formed of the transparent material is lit, it can be visually recognized from the front surface of the board. For example, the transparent material is not lit. The linear lighting member in the state may not be visible from the surface of the board.
Further, in the above configuration, "provided on the back surface side of the board" means that it is provided so as not to be exposed on the front surface of the board, and may be provided along the back surface side of the board, for example. It may be embedded in the board.

Preferably, in the programming teaching material,
The place suggestion part
An accommodating member provided on the board for accommodating at least a part of the electronic component.
To prepare for.

According to this configuration, by keeping at least a part of the electronic component housed in the accommodating member, the electronic component is prevented from moving on the board. Therefore, the electronic components on the board do not move and their arrangement is not obscured.

In the above configuration, the accommodating member may be fixed to the board or may be detachably provided to the board.

Preferably, in the programming teaching material,
The place suggestion part
A section corresponding to the functional type of the electronic component is defined on the board, and it is suggested that the electronic component is placed in the section according to the function.

The simplest program is an electronic component that has an input function (a function that detects an external physical state and outputs a signal, etc.) and an output function (a function that performs a predetermined operation based on an externally input signal, etc.). ) Are operated in this order. Alternatively, the electronic component having an input function and the electronic component having a connection function (a function of converting and outputting a signal or the like input from the outside) are operated in this order. Therefore, for example, by defining divisions corresponding to each of the input function, the connection function, and the output function in this order on the board, and suggesting that each electronic component be placed in the division corresponding to the function, a plurality of sections are specified. Electronic components can be arranged to correspond to the arrangement of electronic component symbols in the diagramming algorithm.

Preferably, the programming teaching material is
The ports provided on the board and
The conductor connected to the port and
A connector provided at the end of the conductor and fixed to the board so as to be able to connect to an electronic component arranged on the board.
To prepare for.

According to this configuration, by connecting an external device such as an external power supply or an external output device to the port provided on the board, the external device and the electronic component arranged on the board can be electrically connected. can.

According to the present invention, when the user of the teaching material places the electronic component on the board according to the suggestion of the place suggestion section provided on the board, the electronic component is displayed on the board as the electronic component in the diagramming algorithm. Arranged to correspond to the arrangement of symbols. Therefore, when the program is executed, the electronic components on the board operate according to the program flow according to the arrangement, and the user who sees this operates the program execution procedure and the actual operation flow. You can intuitively understand the correspondence.

The figure which shows the structural example of the program making kit used in the teaching material for programming education. The figure which shows the composition example of the teaching material for programming education. The figure which shows the structural example of the accommodating member. The figure for demonstrating the usage mode of the teaching material for programming education. The figure for demonstrating the usage mode of the teaching material for programming education. The figure for demonstrating the usage mode of the teaching material for programming education.

Hereinafter, embodiments of the present invention will be described with reference to the drawings. It is needless to say that the present invention is not limited to the embodiments described below, and includes various aspects without departing from the spirit of the present invention.

<1. Program creation kit>
The teaching material for programming education according to the embodiment uses a program creation kit for creating a program for controlling these by combining a plurality of electronic components. Before explaining the teaching materials for programming education, the program creation kit will be described with reference to FIG. FIG. 1 is a diagram showing a configuration example of a program creation kit.

The program creation kit includes a plurality of (five in the example of the figure) electronic components 11 to 15, and an information terminal device 2 in which predetermined application software is installed.

The plurality of electronic components 11 to 15 have different functions. That is, the first electronic component 11 is a button that detects that it has been pressed from the outside and outputs a signal or the like. The second electronic component 12 is a light source (for example, an LED light source) that lights up in response to a control signal from the outside. The third electronic component 13 is a sensor (temperature / humidity sensor) that detects external temperature and humidity and outputs a signal or the like. The fourth electronic component 14 is a speaker that generates sound in response to an external control signal. The fifth electronic component 15 has a plurality of ports on the lower surface, converts signals and the like input from one port and outputs them to another port, and electrically connects the electronic components connected to each port. It is a connection module to be connected.

Each of the first electronic component 11, the second electronic component 12, the third electronic component 13, and the fifth electronic component 15 is configured as an electronic tag (a small electronic device that operates by receiving radio waves or the like). On the other hand, the fourth electronic component 14 is integrally mounted on the information terminal device 2.

However, the electronic components included in the program creation kit are not limited to these five types of electronic components 11 to 15. For example, in addition to the electronic components 11 to 15 (or in place of some or all of them), a sensor (human sensor) that detects the presence of surrounding objects and outputs a signal or the like, and detects its own movement. A sensor that outputs a signal or the like (motion sensor), a sensor that detects an external illuminance and outputs a signal or the like (illumination sensor), a camera that performs imaging in response to an external control signal, or the like may be included. .. Each of these electronic components may be configured as an electronic tag, may be mounted on an information terminal device 2, or the like, or may be configured in a form other than these.

The information terminal device 2 is a computer including a general-purpose CPU (Central Processing Unit), RAM (Random Access Memory), ROM (Read Only Memory), and the like, and specifically, for example, a tablet-type portable information terminal. It consists of mobile phone terminals such as smartphones, general personal computers, and the like. A storage device such as a flash ROM or a hard disk drive that constitutes the computer stores an operating system and application software that operates on the operating system, and one of the application software operates the computer to operate each electronic device. Various functional parts related to the creation of a program combining parts 11 to 15 are embodied. Further, the information terminal device 2 includes an input unit including an input device and a display device including a display screen 200. In the following description, it is assumed that the display screen 200 is composed of a touch panel and has a function as an input unit.

When the application software installed here is started in the information terminal device 2, the electronic components 11, 12, 13, 14, and 15 are first recognized. When each of the electronic components 11, 12, 13, 14, 15 is recognized, the electronic component symbols (icons) 21, 22, 23, 24, corresponding to the recognized electronic components 11, 12, 13, 14, 15 are recognized. 25 is displayed on the display screen 200. In addition, icons (not shown) corresponding to various logic processes (and process, timer process, etc.) are also displayed. In the following, when the electronic components 11, 12, 13, 14, and 15 are not distinguished from each other, they are simply collectively referred to as “electronic component 10”. When the electronic component symbols 21, 22, 23, 24, and 25 are not distinguished from each other, they are simply collectively referred to as "electronic component symbol 20".

The user can create a program execution procedure (that is, an algorithm) by selecting an arbitrary icon by dragging or the like, arranging it on the display screen 200, and connecting the icons on the display screen 200. can. For example, by connecting the first electronic component symbol 21 corresponding to the first electronic component 11 and the second electronic component symbol 22 corresponding to the second electronic component 12 on the display screen 200, "a light source when the button is pressed". Can be created (FIG. 4A). By connecting the plurality of electronic component symbols 20 in this way, the operation flow of the corresponding plurality of electronic components 10 (the predecessor-posterior relationship of the operation in the causal relationship) is defined, which is hereinafter referred to as "schematic algorithm". Called.

When the user creates a schematic algorithm using the information terminal device 2 and registers it in the information terminal device 2, a program according to the registered schematic algorithm is created (coding) in the information terminal device 2. It is stored in a storage device or the like of the information terminal device 2. After that, when the user inputs an execution instruction of the program to the information terminal device 2, the program is executed, and each electronic component 10 described in the program operates according to the program. In the case of the above example, when the button of the first electronic component 11 is pressed, the operation of lighting the second electronic component 12 is executed.

<2. Teaching materials for programming education ＞
The teaching material for programming education according to the embodiment will be described with reference to FIG. FIG. 2 is a diagram showing a configuration example of a programming education teaching material 100 according to an embodiment.

The programming teaching material 100 includes a board 3 for arranging the electronic components 10. However, although each of the electronic components 11, 12, 13, and 15 configured as electronic tags can be arranged on the board 3, the fourth electronic component 14 integrally mounted on the information terminal device 2 is , It is difficult to place itself on board 3. Therefore, for the fourth electronic component 14, a dummy electronic component 140 corresponding to the fourth electronic component 14 is created and arranged on the board 3. On the dummy electronic component 140, characters, figures, and the like (in the example of the figure, the design of the speaker) indicating the name, function, and the like of the corresponding fourth electronic component 14 are shown. Further, the dummy electronic component 140 is formed to have the same size as each electronic component 11, 12, 13, 15 configured as an electronic tag. In the following, the electronic components 11 , 12, 13, 15 and the dummy electronic components 140 configured as electronic tags are collectively referred to as “tag-shaped electronic components 10t”.

On the board 3, the placement location suggestion unit suggests the placement location of the tag-shaped electronic component 10t so that the placement of the tag-shaped electronic component 10t on the board 3 corresponds to the placement of the electronic component symbol 20 in the diagramming algorithm. 4 is provided.

The storage location suggestion unit 4 defines sections (first section 41, second section 42, and third section 43) according to the functional type of the electronic component 10 on the board 3, and each tag-shaped electronic component. It suggests that 10t be placed in the compartments 41, 42, 43 according to its function, and the figures (rectangular frames defining each compartment 41, 42, 43) and characters (each) printed on the surface of the board 3 are shown. Characters representing the functional types corresponding to the compartments 41, 42, 43) and a plurality of accommodating members 40 provided on the board 3 are included.

The accommodating member 40 is a member accommodating at least a part of one tag-shaped electronic component 10t, and is provided in one or more in each of the first compartment 41, the second compartment 42, and the third compartment 43. ing. As shown in FIGS. 3 and 4 (c), the accommodating member 40 is formed of a cylindrical member having an internal dimension slightly larger than the cross section of the tag-shaped electronic component 10t, and its height is the tag-shaped electron. It is shorter than the length of the component 10t. In this embodiment, the height of the accommodating member 40 is below the light source 101 (described later) and below each electronic component 11, 12, 13, 15 configured as an electronic tag. The portion of is sized so as to be accommodated in the accommodating member 40.

The first section 41 is defined on the left side portion of the upper surface of the board 3. In the first section 41, two accommodating members 40 are provided on the front side and the back side, respectively, and it is suggested that an electronic component having an input function in the accommodating member 40 is inserted in the vicinity of each accommodating member 40. Notation (in the example of the figure, notation of "input" and "sensor") is made. Here, the "input function" is a function of detecting an external physical state or the like and outputting a signal or the like, and among the above five types of electronic components 11 to 15, the first electronic component 11 and the third electron The component 13 is an electronic component having an input function.

The second section 42 is defined on the right side of the first section 41. In the second section 42, one accommodating member 40 is provided on the front side thereof, and a notation suggesting that an electronic component having a connecting function is inserted into the accommodating member 40 in the vicinity thereof (“switch” in the example of the figure). (Notation) is made. Here, the "connection function" is a function of converting and outputting a signal or the like input from the outside, and among the above five types of electronic components 11 to 15, the fifth electronic component 15 has a connection function. It is an electronic component having. Further, on the back side of the second section 42, the notation "logic" is made.

The third section 43 is defined on the right side of the second section 42. In the third section 43, one accommodating member 40 is provided, and a notation suggesting that an electronic component having an output function is inserted into the accommodating member 40 in the vicinity thereof (indicated as "output" in the example of the figure). ) Has been made. Here, the "output function" is a function that performs a predetermined operation based on a signal or the like input from the outside, and is the second electronic component 12 and the fourth of the above five types of electronic components 11 to 15. The electronic component 14 is an electronic component having an output function.

In addition to the above three compartments 41 to 43, the board 3 is defined with two compartments (fourth compartment 44 and fifth compartment 45). The fourth section 44 is defined on the front side of the first section 41, and the fifth section 45 is defined on the right side of the fourth section 44. Each of the fourth section 44 and the fifth section 45 is provided with a port to which a pair of terminals extending from an external device are connected. A notation suggesting that an external power source (for example, a battery, a storage battery, a generator, etc.) be connected to the first port 5 in the vicinity of the port (first port) 5 provided in the fourth section 44 (in the figure). In the example, it is written as "external power source"). Further, in the vicinity of the port (second port) 6 provided in the fifth section 45, an external output device (for example, a motor, a light source such as a miniature bulb, a buzzer, etc.) is connected to the second port 6. The suggestion notation (in the example of the figure, the notation as "external output") is made.

A conductor is connected to each of the ports 5 and 6, and the conductor is laid along the back surface of the board 3, and the connectors 51 and 61 provided at the ends thereof are accommodated in the second section 42. It is provided so as to project from the bottom surface of the member 40. Therefore, when the fifth electronic component 15 is inserted into the accommodating member 40, the connectors 51 and 61 are connected to the ports provided on the lower surface thereof. That is, the external power supply connected to the first port 5 and the external output device connected to the second port 6 are electrically connected to the fifth electronic component 15. However, the mode of connection is not limited to this, and for example, the first port 5 and the second port 6 are connected by a conducting wire having a switch element inserted therein, and are connected to the end of the conducting wire extending from the switch element. The provided connector may be provided so as to project from the bottom surface of the accommodating member 40 provided in the second section 42.

The board 3 is provided with a connecting line display unit 7 that displays a connecting line corresponding to the line connecting the electronic component symbols 20 in the diagrammatic algorithm between the tag-shaped electronic components 10t arranged here.

The connecting line display unit 7 includes a first connecting line 701 connecting the first section 41 and the third section 43, and two second connecting lines 702a and 702b connecting the first section 41 and the second section 42. The second section 42, the fourth section 44, and the third connecting line 703 that connects the fifth section 45 to each other can be displayed. Specifically, the connecting lines 701, 702a, 702b, Based on the linear lighting member 71 provided at the position corresponding to 703, the motion detection sensor 72 (FIG. 3) provided on each accommodating member 40 on the board 3, and the detection information from each motion detection sensor 72. It includes a lighting control unit 73 for lighting the linear lighting member 71, and a lighting control unit 73.

The linear lighting member 71 is a member that becomes visible when it is lit. For example, a linear material (for example, an optical fiber) that is lit by passing light through the member and an end portion thereof are provided. It consists of a light source. Alternatively, the linear lighting member 71 may be composed of a member that emits light by itself in response to the application of a voltage (for example, an EL fiber, an LED cable in which a plurality of LED light sources are arranged and integrated, etc.). However, here, "becoming visible by being lit" means that the visibility is enhanced by being lit, and it does not mean that the visibility is not seen at all when the lamp is not lit.

Here, the board 3 is formed of a transparent material (a material having translucency, and the other side thereof can be seen through (that is, having transparency) through a substance formed from the material), and is linearly lit. The member 71 is provided on the back surface side of the board 3 (that is, so as not to be exposed to the front surface). Specifically, for example, the linear lighting member 71 is provided along the back surface of the board 3 or is embedded in the board 3.

The motion detection sensor 72 is provided in each accommodating member 40 and detects the operating state of the electronic component (that is, each electronic component configured as an electronic tag) 10 accommodated therein. Each electronic component 10 configured as an electronic tag is turned on by a light source 101 (FIG. 3) provided on the body when the electronic component 10 is in an operating state. For example, in the case of the electronic components 11 and 13 having an input function, the light source 101 is turned on when the external physical state or the like is detected and a signal or the like is output. Further, in the case of the electronic component 12 having an output function, the light source 101 is turned on while performing a predetermined operation based on a signal or the like input from the outside. Further, in the case of the electronic component 15 having a connection function, the light source 101 is turned on when the signal or the like is output to the outside in response to the input of the signal from the outside. The motion detection sensor 72 is composed of a sensor capable of detecting light (specifically, various optical sensors such as a photocoupler, a phototransistor, a photodiode, etc.), and this is included in the inner wall of each accommodating member 40. It is provided at a position facing the light source 101 of the housed electronic component 10. The motion detection sensor 72 can detect that the electronic component 10 is in an operating state by detecting the lighting of the light source 101 of the electronic component 10 inserted into the accommodating member 40.

The lighting control unit 73 is a functional element realized in a microcomputer or the like provided on the board 3. In the lighting control unit 73, each accommodating member 40 provided on the board 3 and each connecting line 701, 702a, 702b, 703 are associated with each other. That is, the accommodating member 40 provided on the back side of the first section 41 is the first connecting line 701, and the accommodating member 40 provided on the front side of the first section 41 is the second connecting line 702a, 702b. The accommodating member 40 provided in the section 42 is associated with the third connecting line 703, respectively. Then, when the operation detection sensor 72 provided in the accommodating member 40 detects that the electronic component 10 inserted in the accommodating member 40 is in the operating state, the lighting control unit 73 together with the accommodating member 40. The connecting line is displayed by lighting the linear lighting member 71 corresponding to the associated connecting line. For example, when it is detected that the first electronic component 11 inserted into the accommodating member 40 provided on the back side of the first section 41 is in the operating state, the lighting control unit 73 is connected to the first connecting line 701. The corresponding linear lighting member 71 is lit. As a result, the first connecting line 701 is displayed (FIGS. 4B and 4c).

<3. Usage of programming education materials ＞
The usage mode of the programming teaching material 100 will be described with reference to FIGS. 4 to 6. 4 to 6 are diagrams for explaining how to use the programming teaching material 100. The programming education teaching material 100 can be suitably used for programming education for elementary and junior high school students. In the following explanation, it is assumed that a teacher gives a programming lesson to an elementary school student or a junior high school student using the programming teaching material 100. However, the programming education teaching material 100 can also be used for programming education for students other than elementary and junior high school students.

See FIG. Here, the student uses the information terminal device 2 to display the first electronic component symbol 21 corresponding to the first electronic component 11 and the second electronic component symbol 22 corresponding to the second electronic component 12 on the display screen 200. By concatenating, it is assumed that the schematic algorithm A1 that "the light source lights up when the button is pressed" is created.

In this case, the teacher causes the student to place the first electronic component 11 and the second electronic component 12 used in the diagramming algorithm A1 on the board 3. At this time, since the first electronic component 11 has an input function, the teacher puts the first electronic component 11 in the back of the first section 41 according to the notation of the board 3 (that is, the suggestion of the placement location suggestion unit 4). It is instructed to insert it into the accommodating member 40 on the side. Further, since the second electronic component 12 has an output function, it is instructed to insert the second electronic component 12 into the accommodating member 40 of the third section 43 according to the notation on the board 3.

When the student inserts the first electronic component 11 and the second electronic component 12 into each accommodating member 40 on the board 3 according to the suggestion of the placement location suggestion unit 4, the electronic components 11 and 12 are schematized on the board 3. It is arranged so as to correspond to the arrangement of the electronic component symbols 21 and 22 in the algorithm A1.

After that, the program created from the diagramming algorithm A1 is executed. Then, when the student presses the button of the first electronic component 11, the second electronic component 12 lights up. At this time, the first connecting line 701 is displayed. That is, when the motion detection sensor 72 provided in the accommodating member 40 into which the first electronic component 11 is inserted detects that the first electronic component 11 is in the operating state, the lighting control unit 73 causes the first connecting line. The linear lighting member 71 corresponding to 701 is turned on.

In this way, each of the electronic components 11 and 12 on the board 3 operates according to the flow of the program according to the arrangement thereof, so that the student can see the board 3 and see the program execution procedure and the electronic components 11 and 12. You can intuitively understand the correspondence between the flow of operations. Further, by displaying the connecting line 701, the student can more clearly and dynamically grasp the correspondence between the program execution procedure and the operation flow of the electronic components 11 and 12.

See FIG. Here, the student connects an external power supply 500 (battery in the example of the figure) and an external output device 600 (motor with blades in the example of the figure) to the first port 5 and the second port 6 provided on the board 3, respectively. By using the information terminal device 2 to connect the third electronic component symbol 23 corresponding to the third electronic component 13 and the fifth electronic component symbol 25 corresponding to the fifth electronic component 15 on the display screen 200. The schematic algorithm A2a that "turns on the switch of the external output device 600 when the temperature exceeds the predetermined value" and the schematic algorithm A2b that "turns off the switch of the external output device 600 when the temperature becomes lower than the predetermined value". Is created.

In this case, the teacher causes the student to place the third electronic component 13 and the fifth electronic component 15 used in the diagramming algorithms A2a and A2b on the board 3. At this time, since the third electronic component 13 has an input function, the teacher teaches that the third electronic component 13 is inserted into the accommodating member 40 on the front side of the first section 41 according to the notation on the board 3. .. Further, since the fifth electronic component 15 has a connection function, it is instructed to insert the fifth electronic component 15 into the accommodating member 40 of the second section 42 according to the notation on the board 3.

When the student inserts the third electronic component 13 and the fifth electronic component 15 into each accommodating member 40 on the board 3 according to the suggestion of the place suggestion unit 4, the electronic components 13 and 15 are schematized on the board 3. It is arranged so as to correspond to the arrangement of the electronic component symbols 23 and 25 in the algorithms A2a and A2b.

After that, the program created from the diagramming algorithms A2a and A2b is executed. Then, when the third electronic component 13 detects that the temperature exceeds a predetermined value, the fifth electronic component 15 turns on the switch of the external output device 600 (that is, electrically switches the external power supply 500 and the external output device 600). Connecting). At this time, the second connecting line 702a and the third connecting line 703 are displayed. That is, when the motion detection sensor 72 provided in the accommodating member 40 into which the third electronic component 13 is inserted detects that the third electronic component 13 is in the operating state (first operating state), the lighting control is performed. The unit 73 lights the linear lighting member 71 corresponding to the second connecting line 702a. Further, when the motion detection sensor 72 provided in the accommodating member 40 into which the fifth electronic component 15 is inserted detects that the fifth electronic component 15 is in the operating state, the lighting control unit 73 causes the third connecting line. The linear lighting member 71 corresponding to 703 is turned on.

Further, when the third electronic component 13 detects that the temperature has become lower than the predetermined value, the fifth electronic component 15 turns off the switch of the external output device 600 (that is, the external power supply 500 and the external output device 600 are electrically connected. (Disconnect). At this time, the second connecting line 702b and the third connecting line 703 are displayed. That is, when the motion detection sensor 72 provided in the accommodating member 40 into which the third electronic component 13 is inserted detects that the third electronic component 13 is in the operating state (second operating state), the lighting control is performed. The unit 73 lights the linear lighting member 71 corresponding to the second connecting line 702b. Further, when the motion detection sensor 72 provided in the accommodating member 40 into which the fifth electronic component 15 is inserted detects that the fifth electronic component 15 is in the operating state, the lighting control unit 73 causes the third connecting line. The linear lighting member 71 corresponding to 703 is turned on.

In this way, each of the electronic components 13 and 15 on the board 3 operates according to the flow of the program according to the arrangement thereof, so that the student can see the board 3 and see the program execution procedure and the electronic components 13 and 15. You can intuitively understand the correspondence between the flow of operations. Further, by displaying the connecting lines 702a, 702b, and 703, the student can more clearly and dynamically grasp the correspondence between the program execution procedure and the operation flow of the electronic components 11 and 12.

See FIG. Here, the student uses the information terminal device 2 to display the first electronic component symbol 21 corresponding to the first electronic component 11 and the fourth electronic component symbol 24 corresponding to the fourth electronic component 14 on the display screen 200. By connecting, it is assumed that the schematic algorithm A3 that "sound is generated from the speaker when the button is pressed" is created.

In this case, the teacher causes the student to place the first electronic component 11 used in the diagramming algorithm A3 on the board 3. Further, the dummy electronic component 140 corresponding to the fourth electronic component 14 used in the diagramming algorithm A3 is arranged on the board 3. At this time, since the first electronic component 11 has an input function, the teacher teaches that the first electronic component 11 is inserted into the accommodating member 40 on the inner side of the first section 41 according to the notation on the board 3. .. Further, since the fourth electronic component 14 has an output function, it is instructed to insert the dummy electronic component 140 corresponding to the fourth electronic component 14 into the accommodating member 40 of the third section 43 according to the notation on the board 3. ..

When the student inserts the first electronic component 11 and the dummy electronic component 140 into each of the accommodating members 40 on the board 3 according to the suggestion of the placement location suggestion unit 4, the electronic component 11 and the dummy electronic component 140 are plotted on the board 3. It is arranged so as to correspond to the arrangement of the electronic component symbols 21 and 24 in the conversion algorithm A3.

After that, the program created from the diagramming algorithm A3 is executed. Then, when the student presses the button of the first electronic component 11, a sound is generated from the fourth electronic component 14 corresponding to the dummy electronic component 140. At this time, the first connecting line 701 is displayed. That is, when the motion detection sensor 72 provided in the accommodating member 40 into which the first electronic component 11 is inserted detects that the first electronic component 11 is in the operating state, the lighting control unit 73 causes the first connecting line. The linear lighting member 71 corresponding to 701 is turned on.

Here, the sound is not generated from the dummy electronic component 140 on the board 3, but the dummy electronic component 140 is clearly marked to correspond to the fourth electronic component 14, so that the student can use it. It is possible to intuitively grasp the correspondence between the two. That is, the student can intuitively understand the correspondence between the program execution procedure and the operation flow of the electronic components 11 and 14 while looking at the board 3. Further, by displaying the connecting line 701, the student can more clearly and dynamically grasp the correspondence between the program execution procedure and the operation flow of the electronic components 11 and 14.

<4. Other embodiments>
In the above embodiment, the storage location suggestion unit 4 is provided with the accommodating member 40, but the accommodating member 40 is not an essential element. Further, in the above embodiment, the placement location suggestion unit 4 is configured to include a figure or the like printed on the surface of the board 3, but the figure or the like is formed on the surface of the board 3 in an aspect other than printing. It may be represented by. For example, it may be represented by attaching a magnet, a sticker, or the like on which a figure or the like is printed to a predetermined position on the board 3. Alternatively, the figure or the like may be represented by an uneven structure provided on the surface of the board 3. Alternatively, the board 3 may be configured by a display device such as a liquid crystal display so that the figure or the like is displayed on the display screen of the display device. Needless to say, the specific aspects such as figures and words displayed on the surface of the board 3 may be other than those exemplified above.

Further, in the above embodiment, the connecting line display unit 7 may display the connecting lines 701, 702a, 702b, 703 by a method other than lighting the linear lighting member 71. For example, the connecting line display unit 7 may be composed of connecting lines 701, 702a, 702b, 703 printed on the surface of the board 3. Alternatively, each connecting line 701, 702a, 702b, 703 may be represented by attaching a linear magnet, a seal, or the like to the board 3. Alternatively, the concave-convex structure provided on the surface of the board 3 may represent the connecting lines 701, 702a, 702b, 703. Alternatively, the board 3 may be configured by a display device such as a liquid crystal display, and the connecting lines 701, 702a, 702b, and 703 may be displayed on the display screen of the display device.

Further, when the connecting lines 701, 702 and 703 are displayed by lighting the linear lighting member 71 as in the above embodiment, the linear lighting member 71 corresponding to each connecting line 701, 702a, 702b, 703 is displayed. Is also preferably lit in different colors.

Further, when the connecting lines 701, 702a, 702b, and 703 are displayed by lighting the linear lighting member 71 as in the above embodiment, the linear lighting member 71 is directional when it is lit. It is also preferable to use a member that can be shown. For example, the linear lighting member 71 is configured by an LED cable in which a plurality of light sources are arranged and integrated, and the directionality can be shown by lighting each light source in order along the extending direction thereof. However, in this case, each linear lighting member 71 laid on the board 3 is lit so as to indicate a direction from left to right or from top to bottom.

Further, in the above embodiment, the motion detection sensor 72 detects that the light source 101 provided in each electronic component 10 configured as an electronic tag is lit, thereby indicating that the electronic component 10 is in an operating state. However, when such a light source 101 is not provided in the electronic component 10, for example, a switching circuit is provided in each accommodating member 40, and the switching circuit is accommodated in the accommodating member 40. The connecting lines 701, 702a, 702b, 703 corresponding to the accommodating member 40 are displayed (that is, the connecting lines 701, 702a, in response to a minute change in the voltage state that occurs when the component 10 is in the operating state. The linear lighting member 71 corresponding to 702b and 703 may be lit).

Further, in the above embodiment, the accommodating member 40 may be fixedly provided on the board 3 or may be detachably provided on the board 3. In the latter case, the accommodating member 40 may be attached and detached at an arbitrary position in each of the sections 41, 42, and 43. In this case, it is also preferable that a mark or the like is formed at a position where the accommodating member 40 should be installed. By making the accommodating member 40 removable from the board 3, the accommodating member 40 can be removed from the board 3 when not in use, and a plurality of boards 3 can be stacked and compactly stored.

Further, in the above embodiment, the board 3 may have a rectangular shape as shown in the figure, or may have a shape other than this (circular shape, polygonal shape, etc.). However, the board 3 is preferably sized so that it can be placed on a school desk of an elementary or junior high school.

Further, in the above embodiment, the board 3 may be configured by connecting a plurality of parts. For example, the board 3 may be configured by configuring each part corresponding to each section 41 to 45 as a part that can be separated and connected from other parts, and by arbitrarily combining and connecting these parts.

10 ... Electronic component 11 ... 1st electronic component 12 ... 2nd electronic component 13 ... 3rd electronic component 14 ... 4th electronic component 15 ... 5th electronic component 101 ... Light source 140 ... Dummy electronic component 10t ... Tag-shaped electronic component 2 ... Information terminal equipment 200 ... Display screen 20 ... Electronic component symbol 21 ... 1st electronic component symbol 22 ... 2nd electronic component symbol 23 ... 3rd electronic component symbol 24 ... 4th electronic component symbol 25 ... 5th electronic component symbol 3 ... Board 4 ... Placement suggestion part 40 ... Accommodating member 41 ... 1st section 42 ... 2nd section 43 ... 3rd section 44 ... 4th section 45 ... 5th section 5 ... 1st port 6 ... 2nd port 51, 61 ... Connector 7 ... Connecting line display unit 701 ... First connecting line 702a, 702b ... Second connecting line 703 ... Third connecting line 71 ... Linear lighting member 72 ... Motion detection sensor 73 ... Lighting control unit 100 ... Teaching material for programming education A1, A2a, A2b, A3 ... Schematic algorithm

Claims (9)

It is a programming educational material that operates a plurality of electronic components by executing a program created from a schematic algorithm defined by concatenating the electronic component symbols corresponding to each of the plurality of electronic components.
A board for arranging the electronic components and
A placement location suggestion portion provided on the board, which clearly indicates the placement location of the electronic component so that the placement of the electronic component on the board corresponds to the placement of the electronic component symbol in the diagramming algorithm.
Teaching materials for programming education. The programming education teaching material according to claim 1, wherein the place suggestion portion is a character, a symbol or a figure written on the surface of the board, or a jig member provided on the board. The programming educational material according to claim 1 or 2 .
A connecting line display unit that displays a connecting line corresponding to a line connecting the electronic component symbols in the schematic algorithm between the electronic components arranged on the board.
Teaching materials for programming education that further prepare. The teaching material for programming education according to claim 3 .
The connecting line display unit
The linear lighting member provided on the board and
A lighting control unit that displays the connecting line by lighting the linear lighting member provided between the electronic components arranged on the board.
Teaching materials for programming education. The teaching material for programming education according to claim 4 .
The lighting control unit
When the electronic component arranged on the board is in the operating state, the linear lighting member is turned on.
Teaching materials for programming education. The programming educational material according to claim 4 or 5 .
The board is made of a transparent material
The linear lighting member is provided on the back surface side of the board.
Teaching materials for programming education. The teaching material for programming education according to any one of claims 1 to 6 .
The place suggestion part
An accommodating member provided on the board for accommodating at least a part of the electronic component.
Teaching materials for programming education. The teaching material for programming education according to any one of claims 1 to 7 .
The place suggestion part
A section corresponding to the functional type of the electronic component is defined on the board, and it is suggested that the electronic component is placed in the section according to the function.
Teaching materials for programming education. The teaching material for programming education according to any one of claims 1 to 8 .
The ports provided on the board and
The conductor connected to the port and
A connector provided at the end of the conductor and fixed to the board so as to be able to connect to an electronic component arranged on the board.
Teaching materials for programming education.

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