JP7026838B1 - 3D language learning tool - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide a three-dimensional language learning tool capable of easily learning a tense and a language corresponding to the tense. SOLUTION: Each side surface 11, 12, 13, 14 of a solid body is provided with a language display area to which different tenses (present tense, past tense, future tense, perfect tense) are assigned, and a language display to which the tense is assigned. In each area, at least the assigned tense and the model sentences M1, M2, M3, and M4 for learning the grammar of the tense are exemplified. [Selection diagram] Fig. 1

Description

The present invention relates to a three-dimensional language learning tool. More specifically, it relates to a tense and a three-dimensional language learning tool that enables easy learning of a language corresponding to the tense.

Conventionally, as a three-dimensional learning tool, for example, as seen in Patent Document 1,
As an issue to be solved, "the point that the most troublesome work of confirming the answer to the question and the most turning work to move to the next question, and the point that there is a risk of losing the card" should be solved (paragraph 0003 of the same document).
"It is a memorization assisting device consisting of a columnar instrument body and a memorization content display unit provided on each side of the instrument body, and the display unit displays questions on any one side, and the answer is Is displayed on another side. ”Memorization aid (paragraph 0004 of the same document)
It has been known.

However, this memorization aid is not for language learning. Therefore, it is also not a tense consideration.

Further, conventionally, as seen in, for example, Patent Document 2,
The task is to "provide an elemental periodic table that is easy to learn by writing the element numbers, element symbols, names, atomic weights, etc. of the periodic table on the three-dimensional structure."
"The upper beam material and the lower beam material (base) are connected by 18 vertical axes (girders), each element of the Periodic Table of the Elements is represented by one cube, and the different contents of the element are displayed on the four sides of the cube. It is also known that a plurality of cubes belonging to each group of the Periodic Table of the Elements are loosely inserted into each of the above-mentioned vertical axes (digits) to form a three-dimensional periodic table of elements ("Summary" column of the same document).

But this is also not for language learning, and therefore also for tense.

Further, conventionally, as seen in, for example, Patent Document 3,
Proof teaching tools that enable learning how to prove by stacking multiple blocks are also known.

But this is also not for language learning, and therefore also for tense.
In addition, this is not easy to use because it requires stacking multiple blocks.

Utility Model Registration No. 3134150 Gazette Utility model registration No. 3175789 Jitsuzenpei 02-013271 Gazette

An object to be solved by the present invention is to provide a tense and a three-dimensional language learning tool that enables easy learning of a language corresponding to the tense.

In order to solve the above problems, the three-dimensional language learning tool of the present invention
Language display areas with different tenses are provided on each side of the prismatic solid.
Each of the language display areas to which the tense is assigned is characterized in that at least the assigned tense and a model sentence for learning the grammar of the tense are exemplified.

Since this three-dimensional language learning tool has the above configuration, the following effects can be obtained.
Different time systems are assigned to the language display areas on each side of the prismatic solid, and at least the assigned time system and the model sentence for learning the grammar of the time system are in the language display area to which the time system is assigned. As illustrated, a person who learns a language using this three-dimensional language learning tool (for example, a child or a student and a user of this three-dimensional language learning tool) picks up this three-dimensional language learning tool and makes a three-dimensional language. By rotating the learning tool, it is possible to see the time system assigned to the language display area on each side and the model sentence exemplified corresponding to the time system.
In other words, the tense and the change of the model sentence corresponding to the tense can be picked up and moved, which makes it possible to learn the change of the tense and the model sentence three-dimensionally and sensuously. As a result, it becomes possible to clearly recognize the difference in the grammar of the language due to the tense while moving this three-dimensional language learning tool, and it can be expected that the learning effect will be improved.

Further, in order to solve the above problems, the three-dimensional language learning tool of the present invention is used.
Each side of the pyramidal solid is provided with a language display area to which different tenses are assigned.
The language display area of the side to which the tense is assigned is characterized in that at least the assigned tense and a model sentence for learning the grammar of the tense are exemplified.
With this configuration, the same effect as that obtained in the case of the above-mentioned prismatic solid can be obtained.

Furthermore, since the three-dimensional language learning tool is a pyramidal solid, the pyramidal solid or its side surface can be regarded as an arrow, and it is possible to indicate the direction of reading the model sentence.

Further, in order to solve the above problems, the three-dimensional language learning tool of the present invention is used.
On the side of the columnar solid, multiple language display areas with different tenses assigned along the circumferential direction are provided.
Each of the language display areas to which the tense is assigned is characterized in that at least the assigned tense and a model sentence for learning the grammar of the tense are exemplified.

Since this three-dimensional language learning tool has the above configuration, the following effects can be obtained.
A plurality of language display areas to which different time systems are assigned along the circumferential direction are provided on the side surface of the columnar solid, and at least the assigned time system and the grammar of the time system are provided in the language display area to which the time system is assigned. Since a model sentence for learning is exemplified, a person who learns a language using this three-dimensional language learning tool can pick up this three-dimensional language learning tool and rotate the three-dimensional language learning tool. You can see the grammar of the language display area assigned to the side of the columnar solid and the model sentence corresponding to that grammar.
In other words, the tense and the change of the model sentence corresponding to the tense can be picked up and moved, which makes it possible to learn the change of the tense and the model sentence three-dimensionally and sensuously. As a result, it becomes possible to clearly recognize the difference in the grammar of the language due to the tense while moving this three-dimensional language learning tool, and it can be expected that the learning effect will be improved.

Further, since the three-dimensional language learning tool is a columnar three-dimensional object, it is possible to provide the above-mentioned language display area on the side surface of a cylindrical object such as a pencil case, an empty can, a certificate holder, or a pillar of a house. In addition, since there are no side corners compared to prisms and pyramids, it is easy to store in bags, etc., and it is suitable for compactness. In addition, since it can be manufactured by rolling thick paper, it is easier to manufacture than a prism or a pyramid.

Further, in order to solve the above problems, the three-dimensional language learning tool of the present invention is used.
On the side of the conical solid, multiple language display areas with different tenses assigned along the circumferential direction are provided.
Each of the language display areas to which the tense is assigned is characterized in that at least the assigned tense and a model sentence for learning the grammar of the tense are exemplified.
With this configuration, the same effect as that obtained in the case of the columnar solid described above can be obtained.

Further, since the three-dimensional language learning tool is a conical solid, the conical solid or its side surface can be regarded as an arrow, and it is possible to indicate the direction of reading the sentence.

Further, in order to solve the above problems, the three-dimensional language learning tool of the present invention is used.
On the surface of the spherical solid, multiple language display areas with different tenses assigned along one direction are provided.
The language display area to which the tense is assigned is characterized in that at least the assigned tense and a model sentence for learning the grammar of the tense are exemplified.

Since this three-dimensional language learning tool has the above configuration, the following effects can be obtained.
On the surface of the spherical solid, a plurality of language display areas to which different tenses are assigned along one direction are provided, and in the language display area to which the tenses are assigned, at least the assigned tenses and the grammar of the tenses are provided. Since a model sentence for learning is exemplified, a person who learns a language using this three-dimensional language learning tool picks up this three-dimensional language learning tool and moves the three-dimensional language learning tool along the above-mentioned one direction. By rotating it, you can see the tense of the language display area assigned to the surface of the spherical solid and the model sentence corresponding to that tense.
In other words, the tense and the model sentence corresponding to the tense can be picked up and moved, which makes it possible to learn the tense and the change of the model sentence three-dimensionally and sensuously. As a result, it becomes possible to clearly recognize the difference in the grammar of the language due to the tense while moving this three-dimensional language learning tool, and it can be expected that the learning effect will be improved.

Further, since the three-dimensional language learning tool is a spherical three-dimensional object, it has no corners and is easy to handle as compared with the other cubes described above.

In this three-dimensional language learning tool,
A rotating body that can rotate around the axis of the solid is provided at the end of the solid.
On the side surface of the rotating body, a sentence pattern corresponding to the model sentence exemplified on the side surface of the solid can be exemplified.
With this configuration, the model sentences and sentence patterns assigned to the sides of the solid can be learned as a set.

In this three-dimensional language learning tool,
An interrogative sentence is exemplified as a model sentence on the side surface of the solid.
At the end of the solid, a slider that can slide in the axial direction of the solid and has a bottom surface having the same shape as the bottom surface of the solid is provided so as to be able to appear and disappear with respect to the end of the solid.
On the side surface of the slider, an example of an answer to the interrogative sentence may be exemplified.
With this configuration, when the slider is submerged in a solid, the answer example cannot be seen, and the answer example can be confirmed by projecting (pulling out) the slider. , You can efficiently learn the question sentences corresponding to the tense and the answer examples.

In this three-dimensional language learning tool,
On at least one side of the side surface, a closed state that covers the item displayed on the one side surface to make it invisible and an open state that allows the item to be seen by being opened are selectively taken. Get openable flaps,
On the surface of the flap, a commentary on the model sentence corresponding to the tense exemplified on the one side thereof is displayed.
On the back surface of the flap, a model sentence different from the model sentence corresponding to the tense exemplified in the one side, which may occur in the tense, may be exemplified.
With this configuration, the learner can read the commentary on the model sentence displayed on the surface of the flap and then open the flap to see together two different model sentences that can occur in one tense. Therefore, it is possible to efficiently learn two different model sentences that can occur in one tense.

In this three-dimensional language learning tool,
The three-dimensional language learning tool includes one for affirmative sentence learning, one for negative sentence learning, and one for interrogative sentence learning.
The bottom and / or top of the affirmative sentence learning object is marked to indicate that it is for affirmative sentence learning.
The bottom and / or top of the negative sentence learning object is marked to indicate that it is for negative sentence learning.
The bottom surface and / or the top surface of the object for interrogative sentence learning may be configured to indicate that it is for interrogative sentence learning.
With this configuration, affirmative, negative, and interrogative sentences can be learned according to different tenses, and the indications on the bottom and / or top make it easy to select the appropriate learning tool. can do.

In this three-dimensional language learning tool,
The three-dimensional language learning tool has a structure in which a tool for learning a native language created in the native language and a tool for learning a foreign language created in a foreign language translated from the native language are provided as a pair. be able to.
With this configuration,
First, after making the learner understand the concept and model sentences of the time system in the native language using the one for learning the native language created in the native language, the one for learning the native language and the foreign country that translated the native language. By arranging the ones for language learning according to the time system displayed on the side of the compatibility body and comparing each model sentence, you can create basic sentences in your native language and foreign language according to the time system. Can be easily understood.

In this three-dimensional language learning tool,
In the language display area to which the tense is assigned, the subject of the singular form 1, 2 and 3 person, the subject of the plural form 1, 2 and 3 person, and the assigned tense as the early model sentence are represented. The verb, auxiliary verb, or quasi-auxiliary verb corresponding to the subject of the tense and the verb, auxiliary verb, or quasi-auxiliary verb corresponding to the subject of the plural tense can be configured as exemplified.
With this configuration, it becomes possible to simultaneously associate and learn verbs, auxiliary verbs, or quasi-auxiliary verbs corresponding to each person and tense of the singular and the plural.

It is a figure which shows the embodiment of the 3D language learning tool which concerns on this invention, (a) is a schematic perspective view, (b) is a development view. The figure which shows the example of the model sentence. It is a figure which shows the display example of a flap and a flap, (a1) is a figure which shows the display example of a closed flap, (b1) is a left side view of (a1), (a2) is a display example of an open flap. The figure shown, (b2) is a left side view of (a2). It is a figure which shows the display example of a flap and a flap, (a1) is a figure which shows the display example of a closed flap, (b1) is a left side view of (a1), (a2) is a display example of an open flap. The figure shown, (b2) is a left side view of (a2). The schematic perspective view which shows the other embodiment. It is a figure which shows the flap and the display example of the flap of the same embodiment, (a) is the figure which shows the display example of the opened flap, (b) is the left side view of (a). It is a figure which shows the other embodiment, (a) is a schematic perspective view, (b) is a development view. The schematic perspective view which shows the other embodiment. A conceptual perspective view showing another embodiment. It is a figure which shows the other embodiment, (a) is a schematic front view, (b) is a right side view, (c) is a development view of a rotating body 60. It is a figure which shows the other embodiment, (a) is the development view of the main body, (b) is the development view of the slider 70, (c) (d) is the front view which shows the use example respectively. The schematic perspective view which shows the other embodiment. The front view which shows the use example of another embodiment. A diagram showing an example of a model sentence to be displayed in each display area of 1D for learning a native language. A diagram showing an example of a model sentence to be displayed in each display area of 1D for learning a native language. A diagram showing an example of a model sentence to be displayed in each display area of 1D for learning a native language.

Hereinafter, embodiments of the three-dimensional language learning tool according to the present invention will be described with reference to the drawings. In each figure, the same parts or corresponding parts are designated by the same reference numerals.

The three-dimensional language learning tool 1 of the embodiment shown in FIG. 1 is
Language display areas (11, 12, 13, 14) to which different tenses (present tense, past tense, future tense, perfect tense in the example of the figure) are assigned to each side surface 11, 12, 13, 14 of the prismatic solid 10. 14) is provided. In the case of this embodiment, each side surface 11, 12, 13, 14 itself forms a language display area.
In the language display areas (sides) 11, 12, 13, and 14 to which the tenses are assigned, at least the assigned tenses and the model sentences M1 to M4 for learning the grammar of the tenses are exemplified. There is. The illustrated model sentences M1 to M4 have at least a subject and a verb.

Since this three-dimensional language learning tool 1 has the above-mentioned configuration, the following effects can be obtained.

Different tenses are assigned to each side 11, 12, 13, and 14 of the prismatic solid 10, and at least the assigned tense and the grammar of the tense are learned on each side to which the tense is assigned. Since the model sentences M1 to M4 are displayed, a person who learns a language using this three-dimensional language learning tool 1 (for example, a child or a student and a user of this three-dimensional language learning tool) can learn this three-dimensional language. A model for learning the tense assigned to each side and the grammar of that tense by picking up the tool 1 and rotating the three-dimensional language learning tool 1 around the long axis of the cube (in the direction of arrow R1 or R2). You can see sentences M1 to M4.

That is, it is possible to pick up and move the changes of the tenses and the model sentences M1 to M4 corresponding to the tenses, and thereby it becomes possible to learn the changes of the tenses and the model sentences three-dimensionally and sensuously. As a result, it becomes possible to clearly recognize the difference in the grammar of the language due to the tense while moving the three-dimensional language learning tool 1, and it can be expected that the learning effect will be improved.

Specifically, for example, as shown in FIG.

On the side 11, the plural forms such as "I", "You", "He, She", "It, Ken", "This, That, etc." The first, second, and third person "We," "You," "They," "Ken & Tom," and "plural other things" are displayed, and the verb (be verb) that represents the assigned time system (current form). ), The verbs "am", "are", "is" corresponding to the subject of the plural form and the verb "are" corresponding to the subject of the plural form are exemplified. As can be seen from this example, in the present application, the "model sentence" can be read as "the main part of the model sentence".

Similarly, on side 12, the subject of the model sentence M2 is the plural first, second, and third verbs "I", "You", "He, She", "It, Ken", "This, That, etc." The plural forms of the first, second, and third person, "We," "You," "They," "Ken & Tom," and "multiple other things," are displayed, and the verb (be verb) that represents the assigned time system (past form). In the case of), the verbs "was", "were", and "was" corresponding to the subject of the plural form and the verb "were" corresponding to the subject of the plural form are exemplified.

Similarly, on the side 13, the subject of the model sentence M3 is the plural first, second, and third person "I", "You", "He, She", "It, Ken", "This, That, etc." The plural first, second and third person "We", "You", "They", "Ken & Tom" and "several other things" are displayed, and the quasi-auxiliary verb (be) representing the assigned tense (future form). (In the case of going to), the quasi-auxiliary verbs "am going to", "are going to", "is going to" corresponding to the subject of the singular form, and the quasi-auxiliary verb "are going to" corresponding to the subject of the plural form. "Is illustrated.

Similarly, on the side surface 14, the subject of the model sentence M4 is the plural first, second, and third person "I", "You", "He, She", "It, Ken", "This, That, etc." The plural forms of the first, second and third person, "We", "You", "They", "Ken & Tom", and "multiple other things" are displayed, and as a verb indicating the assigned tense (currently completed form). "Have + past part" and "has + past part" corresponding to the subject of the plural form and "have + past part" corresponding to the subject of the plural form are exemplified.

With this configuration, the verb 1,2,3 person and the plural 1,2,3 person are displayed as the subject in the language display area to which the tense is assigned, and represent the assigned tense. As the verbs, the verb corresponding to the singular subject and the verb corresponding to the plural subject are exemplified. Therefore, as described above, the tense and the change of the word corresponding to the tense are picked up. It is possible to move, and it is possible to learn changes in tense, etc. three-dimensionally and sensuously, and it is also possible to simultaneously associate and learn verbs corresponding to each person and tense of singular and plural forms. become.

On at least one side of the side surface, a closed state that covers the item displayed on the one side surface to make it invisible and an open state that allows the item to be seen by being opened are selectively taken. It can be configured to be provided with a flap that can be opened and closed.
In this embodiment, as shown in FIGS. 1 (a) and 3 and 4, the side surface 13 which is the future tense language display area and the side surface 14 which is the present perfect language display area are respectively. , Flaps 13f and 14f are provided.

On the surfaces 13f1 and 14f1 of the flaps 13f and 14f, explanations C3 and C4 regarding the tense-related model sentences M3 and M4 displayed on the respective side surfaces 13 and 14 provided with the flaps are displayed.
On the back surfaces 13f2 and 14f2 of the flap, model sentences M3'and M4'that are different from the model sentences M3 and M4 corresponding to the tense displayed on the side surface, which may occur in the tense, are exemplified.

With this configuration, the learner can read the tense commentary C3 (or C4) displayed on the surface of the flap and then open the flap to create two different model sentences M3, which can occur in one tense. Since M3'(or M4, M4') can be seen together, it is possible to efficiently learn two different model sentences that can occur in one tense.

Specifically, for example, as shown in FIG. 3A1, the tense displayed on the surface 13f1 of the flap 13f provided on the side surface 13 which is the future tense language display area and on the side surface 13 provided with the flap 13f. Display the explanation C3 about (future tense),
As shown in FIG. (a2), the back surface 13f2 of the flap exemplifies a model sentence M3'which may occur in the tense and is different from the model sentence M3 relating to the tense displayed on the side surface 13.

For example, with this configuration, the learner reads the tense explanation C3 displayed on the surface 13f1 of the flap 13f with the flap 13f closed as shown in FIGS. (a1) and (b1), and then the figure (a2). ) As shown in (b2), with the flap 13f open, two different model sentences M3, M3'that can occur in one tense can be seen together, so that two phases that can occur in one tense. It is possible to efficiently learn different model sentences.

Further, regarding the side surface 14 which is the present perfect language display area, specifically, as shown in FIG. 4A1, for example, the flap 14f provided on the side surface 14 which is the present perfect language display area. On the surface 14f1, the explanation C4 regarding the tense (currently perfect form) displayed on the side surface 14 provided with the flap 14f is displayed.
As shown in FIG. (a2), the back surface 14f2 of the flap exemplifies a model sentence M4'which may occur in the tense and is different from the model sentence M4 displayed on the side surface 14.

For example, with this configuration, the learner reads the tense explanation C4 displayed on the surface 13f1 of the flap 14f with the flap 14f closed as shown in FIGS. (a1) and (b1), and then the figure (a2). ) As shown in (b2), with the flap 14f open, two different model sentences M4 and M4'that can occur in one tense can be seen together, so that two phases that can occur in one tense. It is possible to efficiently learn different model sentences.

The three-dimensional language learning tool 1 of the embodiment shown in FIG. 5 is
Different tenses are assigned to each side 21, 22, 23, 24 of the pyramidal solid 20.
At least the assigned tenses and the model sentences M1 to M4 for learning the grammar of the tenses are exemplified in the aspects 21, 22, 23, 24 to which the tenses are assigned.
The contents illustrated can be the same as those of the embodiment shown in FIG. 1 (see FIG. 2).

With this configuration, the same effect as that obtained in the case of the above-mentioned prismatic solid 20 can be obtained.

Furthermore, since the three-dimensional language learning tool 1 is a pyramid-shaped solid, the pyramid-shaped solid or its sides 21, 22, 23, 24 can be regarded as arrows, and it is possible to indicate the direction in which the text is read. Become.

Even in the three-dimensional language learning tool 1 of such a pyramid-shaped solid 20, as in the embodiment shown in FIG. 1, at least one side surface of the side surface is covered with the item displayed on the one side surface to make it invisible. It is possible to have a configuration provided with an openable / closable flap that can selectively take a closed state and an open state that allows the above items to be seen when opened.

In the embodiment shown in FIG. 5, as shown in FIGS. 5 and 6, the flap 23f, respectively, is provided on the side surface 23, which is the future tense language display area, and the side surface 24, which is the present perfect language display area. 24f is provided.

The contents displayed on the front surfaces 23f1, 24f1 and the back surfaces 23f2, 24f2 of the flaps 23f and 24f can be the same as those of the embodiment shown in FIG. Can be obtained.

The three-dimensional language learning tool 1 of the embodiment shown in FIG. 7 is
A plurality of language display areas 31, 32, 33, 34 to which different tenses are assigned along the circumferential direction are provided on the side surface 35 of the columnar solid 30.
In the language display areas 31, 32, 33, and 34 to which the tense is assigned, at least the assigned tense and the model sentences M1 to M4 for learning the grammar of the tense are exemplified.

Since this three-dimensional language learning tool 1 has the above-mentioned configuration, the following effects can be obtained.

A plurality of language display areas 31, 32, 33, 34 to which different tenses are assigned along the circumferential direction are provided on the side surface 35 of the columnar solid 30, and the language display areas 31, 32, 33, to which the tenses are assigned are provided. In 34, at least the assigned tense and the model sentences M1 to M4 for learning the grammar of the tense are exemplified, so that a person who learns a language using this three-dimensional language learning tool 1 is By picking up the three-dimensional language learning tool 1 and rotating the three-dimensional language learning tool 1 around the axis (in the directions of arrows R1 and R2), the language display areas 31, 32, assigned to the side surface 35 of the columnar solid 30 are You can see the tenses of 33 and 34 and the model sentences M1 to M4 exemplified corresponding to the tenses.

In other words, it is possible to pick up and move changes in the model sentence, such as changes in the tense and words corresponding to the tense, which makes it possible to learn the changes in the tense and the like three-dimensionally and sensuously. As a result, it becomes possible to clearly recognize the difference in the grammar of the language due to the tense while moving this three-dimensional language learning tool, and it can be expected that the learning effect will be improved.

Further, since the three-dimensional language learning tool 1 is a cylindrical three-dimensional object 30, it is possible to provide the above-mentioned language display area on the side surface of a cylindrical object such as a pencil case, an empty can, a certificate holder, or a pillar of a house. In addition, since there are no side corners compared to prisms and pyramids, it is easy to store in bags, etc., and it is suitable for compactness. In addition, since it can be manufactured by rolling thick paper, it is easier to manufacture than a prism or a pyramid.

The contents exemplified in the language display areas 31, 32, 33, and 34 can be the same as those of the embodiment shown in FIG. 1 (see FIG. 2).

The three-dimensional language learning tool 1 of the embodiment shown in FIG. 8 is
A plurality of language display areas 41, 42, 43, 44 to which different tenses are assigned along the circumferential direction are provided on the side surface 45 of the conical solid 40.
In the language display areas 41, 42, 43, 44 to which the tense is assigned, at least the subject and the verb representing the assigned tense are exemplified.

With this configuration, the same effect as that obtained in the case of the columnar solid described above can be obtained.

Further, since the three-dimensional language learning tool is the conical solid 40, the conical solid or its side surface can be regarded as an arrow, and it is possible to indicate the direction of reading the sentence.

The three-dimensional language learning tool 1 of the embodiment shown in FIG. 9 is
A plurality of language display areas 51, 52, 53, 54 to which different tenses are assigned along one direction are provided on the surface 55 of the spherical solid 50.
In the language display areas 51, 52, 53, 54 to which the tense is assigned, at least the assigned tense and the model sentences M1 to M4 for learning the grammar of the tense are exemplified.
The spherical solid also includes an ellipsoidal sphere (ellipsoidal body) such as a rugby ball shape.

Since this three-dimensional language learning tool 1 has the above-mentioned configuration, the following effects can be obtained.
The surface 55 of the spherical solid 50 is provided with a plurality of language display areas 51, 52, 53, 54 to which different tenses are assigned along one direction, and language display areas 51, 52, 53, to which the tenses are assigned. In 54, at least the assigned tense and the model sentences M1 to M4 for learning the grammar of the tense are exemplified, so that a person who learns a language using this three-dimensional language learning tool 1 is By picking up the three-dimensional language learning tool 1 and rotating the three-dimensional language learning tool 1 along one direction (for example, the directions of arrows R1 and R2), the language display areas 51 and 52 assigned to the surface of the spherical solid body 50 , 53, 54 tenses and the model sentences M1 to M4 exemplified corresponding to the tenses can be seen.

In other words, the tense and the change of the model sentence corresponding to the tense can be picked up and moved, which makes it possible to learn the change of the tense etc. three-dimensionally and sensuously. As a result, it becomes possible to clearly recognize the difference in the grammar of the language due to the tense while moving this three-dimensional language learning tool, and it can be expected that the learning effect will be improved.

Further, since the three-dimensional language learning tool is a spherical solid 50, it has no corners and is easy to handle as compared with the other cubes described above.

In this three-dimensional language learning tool, for example, as shown in FIG. 10,
At the end of the solid 10, a rotating body 60 that can rotate around the axis of the solid 10 is provided.
On the side surface of the rotating body 60, the sentence pattern corresponding to the model sentence M5 displayed on the side surfaces 11, 12, 13, and 14 of the solid body 10 can be exemplified.
As the sentence pattern, the first to fifth sentence patterns are displayed. Since one side surface is insufficient, for example, for the fifth sentence pattern, a flap (for example, 64f) similar to the flap described above can be provided on the side surface of the rotating body 60 and displayed.

With this configuration, it is possible to learn a set of model sentences and sentence patterns corresponding to the tenses assigned to the sides 11, 12, 13, and 14 of the solid 10.

Although the prismatic solid 10 has been described as an example in FIG. 10, the same configuration can be adopted even in the case of a pyramidal solid, a cylindrical solid, or a conical solid.

The mounting structure 66, which rotatably attaches the rotating body 60 to the end of the solid, may adopt a known appropriate structure (for example, screws, rivets, fittings, etc.).
It should be noted that each solid or rotating body can be made of a known appropriate material (for example, paper, synthetic resin, wood, a combination thereof).

In this three-dimensional language learning tool, for example, as shown in FIG. 11,
Interrogative sentences 11b, 12b, 13b, 14b are exemplified as model sentences corresponding to each tense on the sides 11, 12, 13, and 14 of the solid 10.
At the end of the solid 10, a bottom surface 76 (FIG. (b) has the same shape as the bottom surface 16 (FIG. (a)) of the solid 10 that can be slid in the axial direction of the solid 10 (direction (c) arrow X). The slider 70 is provided so as to be able to appear and disappear with respect to the end portion of the solid 10.
Answer examples 71c, 72c, 73c, 74c to the interrogative sentences 11b, 12b, 13b, 14b can be displayed on the side surfaces 71, 72, 73, 74 of the slider 70.

With this configuration, for example, when the slider 70 (the answer sentence 71c, etc.) is submerged in the solid 10 as shown in FIG. Since the answer example can be confirmed by projecting (pulling out) the slider 70 to the side, question sentences 11b, 12b, 13b as model sentences corresponding to the tense, which are exemplified on each side surface 11, 12, 13, 14 , 14b and the answer examples 71c, 72c, 73c, 74c can be efficiently learned.

In this three-dimensional language learning tool, for example, as shown in FIG. 12,
The three-dimensional language learning tool includes one for affirmative sentence learning 1A, one for negative sentence learning 1B, and one for interrogative sentence learning 1C.
The bottom surface and / or the top surface 16A of the affirmative sentence learning object 1A is marked with an indication indicating that it is for affirmative sentence learning (the figure shown is "affirmative sentence").
Negative sentence learning The bottom surface and / or the top surface 16B of 1B is marked to indicate that it is for negative sentence learning (the one shown in the figure is "negative sentence").
The bottom surface and / or the top surface 16C of the interrogative sentence learning object 1C may be configured to have an indication indicating that it is an interrogative sentence learning object (the illustrated one is an “interrogative sentence”).

With this configuration, affirmative, negative, and interrogative sentences can be learned according to different tenses, and the indications on the bottom and / or top make it easy to select the appropriate learning tool. can do. Although this display may be displayed only on either the bottom surface or the top surface, it is desirable to display it on both the bottom surface and the top surface.

In this three-dimensional language learning tool, for example, as shown in FIG. 13,
The three-dimensional language learning tools are 1D for learning a native language created in the native language (for example, Japanese) and 1E for learning a foreign language created in a foreign language (for example, English) translated from the native language. Can be configured to be provided as a pair.

With this configuration,
First, after making the learner understand the concept and model sentences of the time system using the one for learning the native language created in the native language, for example, as shown in FIG. 13, the native language created in the native language. Arrange the learning 1D and the foreign language learning 1E translated from the native language according to the time system displayed on the side of the compatible body, and compare the subject of the model sentence and the verb part. Therefore, it is possible to easily understand the basic sentence composition of foreign languages and native languages according to the time system.

FIG. 14 is an example of a model sentence for learning affirmative sentences to be displayed in each display area (for example, sides 11, 12, 13, 14) of the one for learning the mother tongue created in Japanese, which is an example of the mother tongue. It is a figure which shows.
Similarly, FIG. 15 is a diagram showing an example of a model sentence for learning a negative sentence, and FIG. 16 is a diagram showing an example of a model sentence for learning an interrogative sentence.

The model sentences displayed in each display area (for example, sides 11, 12, 13, 14) of the one for learning a foreign language are not shown, but are translated into the foreign language according to the grammar of the foreign language to be translated. Can be used as a model sentence.

As described above, according to this three-dimensional language learning tool, the following effects can be obtained.
In other words, it is possible to pick up and move the tense and the changes in the model sentences and words corresponding to the tense, which makes it possible to learn the changes in the tense and the like three-dimensionally and sensuously. As a result, it becomes possible to clearly recognize the difference in the grammar of the language due to the tense while moving the three-dimensional language learning tool 1, and it can be expected that the learning effect will be improved.

Currently, when teaching grammar in other languages, I basically teach abstractly using books (textbooks), such as the order of words and the tense of sentences. Taking English as an example, even if tenses and changes in vocabulary are taught only in sentences, it is abstract, difficult to understand, and difficult to remember for children who are new to English.
The current teaching method has the drawback of being abstract because it teaches letters, pictures, and figures in two dimensions. Abstract concepts are difficult for young children to understand and for teachers. Also, the rules of abstract grammar have no particular characteristics and are difficult to memorize.
On the other hand, in the present invention, in order to eliminate the drawback that the grammar of the language becomes abstract, by using a three-dimensional three-dimensional model, the surface can be divided by tense, and the order of the language and the change of the word can be changed. It has a structure that allows you to pick up and move it, and to learn it sensuously. This makes it possible to clearly recognize the difference in the grammar of a language while moving a physical object. It is thought that the abstract concept will be expressed more concretely and will be improved in an easy-to-understand and easy-to-remember manner.

Although the embodiments of the present invention have been described above, the present invention is not limited to the above embodiments and can be appropriately modified within the scope of the gist of the present invention.
for example,

The display examples shown in FIGS. 2 and 3 are in English, but are not limited to this, and can be applied to any foreign language having a tense.
In addition, the display example is just an example, and can be appropriately changed according to the content to be learned in accordance with the tense.

1: Three-dimensional language learning tool 10: Columnar solid 11, 12, 13, 14: Each side (language display area)
M1, M2, M3, M4: Model sentence 20: Pyramid solid 21, 22, 23, 24: Each side 30: Cylindrical solid 31, 32, 33, 34: Language display area 35: Side 40: Conical solid 41 , 42, 43, 44: Language display area 45: Side 50: Spherical solid 55: Surface 51, 52, 53, 54: Language display area 60: Rotating body 70: Slider 13f, 14f, 23f, 24f: Flap

Claims (4)

Language display areas with different tenses are provided on each side of the prismatic solid .
In the language display area to which the tense is assigned, at least the assigned tense and the model sentence for learning the grammar of the tense are exemplified .
On at least one side of the side surface, a closed state that covers the item displayed on the one side surface to make it invisible and an open state that allows the item to be seen by being opened are selectively taken. Get openable flaps,
On the surface of the flap, a commentary on the model sentence corresponding to the tense exemplified on the one side thereof is displayed.
A three-dimensional language learning tool, characterized in that a model sentence different from the model sentence corresponding to the tense exemplified in the one aspect, which can occur in the tense, is exemplified on the back surface of the flap . Each side of the pyramidal solid is provided with a language display area to which different tenses are assigned.
In the language display area to which the tense is assigned, at least the assigned tense and the model sentence for learning the grammar of the tense are exemplified .
On at least one side of the side surface, a closed state that covers the item displayed on the one side surface to make it invisible and an open state that allows the item to be seen by being opened are selectively taken. Get openable flaps,
On the surface of the flap, a commentary on the model sentence corresponding to the tense exemplified on the one side thereof is displayed.
A three-dimensional language learning tool, characterized in that a model sentence different from the model sentence corresponding to the tense exemplified in the one aspect, which can occur in the tense, is exemplified on the back surface of the flap . In claim 1 or 2 ,
A rotating body that can rotate around the axis of the solid is provided at the end of the solid.
A three-dimensional language learning tool characterized in that a sentence pattern corresponding to the model sentence exemplified on the side surface of the solid body is exemplified on the side surface of the rotating body . In claim 1 or 2 ,
An interrogative sentence is exemplified as a model sentence on the side surface of the solid.
At the end of the solid, a slider that can slide in the axial direction of the solid and has a bottom surface having the same shape as the bottom surface of the solid is provided so as to be able to appear and disappear with respect to the end of the solid.
A three-dimensional language learning tool characterized in that an example of an answer to the question sentence is displayed on the side surface of the slider .

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