JPH0114040Y2 - - Google Patents

Description

[Detailed Description of the Invention] [Industrial Application Field] The present invention relates to a writing corrector used for hard writing such as pencils, ballpoint pens, and fountain pens.

[Prior art]

When young children hold a writing instrument for the first time and start writing or drawing, we teach them the correct way to hold a writing instrument,
Teaching how to write is extremely difficult and requires a great deal of effort on both the person teaching and the young school children being taught. Moreover, it is even more difficult and requires a great deal of effort to correct the habits that were acquired when writing started.

A conventional example of this type of writing corrector is one in which a concave portion for positioning each finger is formed on the outer circumferential surface of a cylindrical corrector body having a writing hole [Registered Utility Model No.
Publication No. 34457 (registered on February 22, 1919)] is known. In the case of this writing correction tool, the writing instrument is held indirectly by grasping the correction tool into which the writing instrument is inserted, so not only does it feel different from the actual holding state without using the correction tool, but the texture of the correction tool is Since the writing instrument is held with the shaft diameter increased by the thickness, the position of each finger will be slightly different from when holding the writing instrument directly, and this is not necessarily the correct way to hold it. Moreover, the above-mentioned writing correction tool not only has a recess for positioning the ring finger in addition to the thumb, index finger, and middle finger, but also has the recess for positioning the middle finger located on the same circumferential side as the positioning recess for the index finger. However, this kind of finger position relationship is limited to the case of brushes, and is not suitable for learning the correct way to hold hard pens such as pencils, ballpoint pens, and fountain pens. Therefore, in today's world where hard pens such as pencils, ballpoint pens, and fountain pens are commonly used as writing implements, the above-mentioned writing correction tool for writing brushes is effective for preschoolers and school children who are using writing implements for the first time to learn how to hold a writing implement correctly. It won't happen. As described above, since there has been no suitable practice corrector, it has been extremely difficult to instruct young children on the correct way to hold and write with a writing instrument.

For example, visual instruction is provided by showing the instructor actually holding the writing instrument, or by showing bulletin boards, slides, etc., or verbal instruction is provided by verbally teaching the instructor where to hold the writing instrument.
Alternatively, there was no other way than to use primitive physical methods such as marking the position where the writing instrument touches the finger when held correctly, or fixing the writing instrument and the finger with a rubber band or the like.

The correct way to hold a writing instrument, especially a hard pen such as a pencil, is generally considered to be the way shown in FIG. 1 (here, the state in which the pencil is held) is appropriate. In that case, the important things are (a) the position of the fingers, (b) how to apply force, and (c) the position of the pencil.

(b) The position of the fingers is as follows: (i) The tip of the index finger is slightly in front of the tip of the thumb. (ii) The tip of the index finger is near the edge of the pencil sharpener. (iii) The middle finger, ring finger, and little finger are slightly in front of the tip of the thumb. Place it inside and hold something soft in the inner space of your hand. (iv) Place your little finger lightly on the paper.
It is considered appropriate.

(b) How to apply force: (i) Do not put too much force on your wrist or fingers. (ii) Do not put too much force on your index finger or thumb.
Make sure those joints are rounded. ” is considered appropriate.

(c) The position of the pencil is ``(i) The angle of inclination made by the pencil and the paper surface is
The angle is between 50° and 60°. (ii) The shaft of the pencil touches the middle finger slightly in front of the knuckle. (iii) Place the shaft between the second and third joints of your index finger. (iv) Keep the tip of the pencil in the correct position so that it is always visible when writing. (v) Make a 45° angle between your arms and the desk. ” is considered appropriate.

Next, the way in which a pencil is held as shown in FIG. 2 is an example of the wrong way to hold a pencil, which is common among young children and school children. The characteristic of this incorrect way of holding is that the tip of the thumb sticks out in front of the tip of the index finger, as can be seen by comparing it with the way of holding it shown in Figure 1. The problem lies in the fact that unnecessary force is being applied. Therefore, if you continue to hold the paper incorrectly as shown in Figure 2, not only will you get tired, but you will not be able to write beautifully.

[Purpose of invention]

The purpose of this invention is to help young children quickly learn how to hold writing instruments, especially hard pens such as pencils.
Another object of the present invention is to provide a writing correction tool that can be used to easily correct a habit once acquired.

[Structure of the invention] The structure of the invention will be explained in principle below. In order to hold the pencil correctly as shown in FIG. 1, the mutual positional relationship of the thumb, index finger, and middle finger, which are the fingers that hold the pencil, is important. That is,
``(1) The index finger extends slightly in front of the tip of the thumb, (2) The shaft of the pencil touches a little in front of the knuckle of the middle finger, and as a result, the tip of the middle finger extends slightly in front of the tip of the index finger. ” is executed,
The correct holding position shown in Figure 1 is almost completely achievable. This is because, as can be recognized by comparing the structure of the hand and the length of the fingers, the above-mentioned positional relationship is the most natural for the mutual positional relationship of the fingertips of the three fingers, and as a result, the way the writing instrument is held will also be correct and natural.

Furthermore, if we examine FIG. 1 in detail, we can recognize the following. In other words, the fingertips of the thumb, index finger, and middle finger (strictly speaking, the position is slightly below the top of the thumb fingertip) from a plane that is perpendicular to the axis and includes the tip of the pencil.
If the lengths to the tip of the index finger and the front surface of the nail of the tip of the middle finger are a, b, and c, respectively, and the length to the surface including the sharpening edge of the pencil is d, then the difference in hand size Although there is some error depending on (a
-d), (b-d), and (c-d) have a constant length or length ratio. Also, the angle made by the pencil shaft and the line connecting the tips of the index and middle fingers is the first
As shown in the figure, α is constant.

In addition, in the case of writing instruments with non-wearing tips such as ballpoint pens and fountain pens, if the products are the same, a.
The lengths or length ratios of b and c are constant.

Furthermore, the fact that the lengths a, b, c, d and the angle α are constant means that they are constant in a certain correct way of holding a writing instrument, and the correct way to hold a writing instrument is determined by experts. Due to some differences a,
b, c, d and α are not the only length angles.

Therefore, from the above, the positions a, b, and c from the plane containing the tip of the writing instrument's tip, or the plane containing the boundary between the weight head and the column body of the writing instrument (in the case of a pencil, from (a-d),
In other words, at the length position of (b-d) and (c-d), in other words, the abutment area of the fingertip of the middle finger that is perpendicular to the axis of the writing instrument and closer to the tip of the brush than the plane that includes the abutment area of the fingertip of the middle finger. If you hold a writing instrument using a writing correction device that is configured so that the tips of your thumb, index finger, and middle finger are at a certain distance from any plane parallel to the plane containing the can be learned.

Based on the above principle, the writing corrector of the present invention is constructed as follows.

That is, in the writing corrector for hard pens according to the present invention, a fitting hole is formed into which a writing instrument or a tip of a rod-shaped protruding body resembling the shaft of a writing instrument can be fitted, and the area around the opening of the fitting hole on the scribe side is formed. A contact part for the fingertips of the thumb, index finger, and middle finger is formed on the rim. The distance from any plane that is closer to the lower end of the hole and perpendicular to the axis of the hole than the surface containing the contact portion of the thumb to the contact portion of the fingertip of the index finger is The distance from the arbitrary surface to the contact part of the fingertip of the index finger is larger than the distance to the contact part of the fingertip of the middle finger.

〔Example〕

EMBODIMENT OF THE INVENTION Hereinafter, each embodiment and application example of the writing correction tool (hereinafter abbreviated as correction tool) of the present invention will be described based on the drawings.

It should be noted that each of the embodiments and application examples shown in the drawings are corrective devices for use by right-handed people.
Further, the embodiments and application examples in all drawings show correction tools suitable for use with pencils among writing instruments.

The orthodontic tool 1 according to the first embodiment shown in FIGS. 3 to 5 has contact parts 2, 3, and 4 for the thumb, index finger, and middle finger.
are formed respectively, and a fitting hole 5 into which the tip of a pencil can be inserted is bored. Therefore, the fitting hole 5
Insert the tip of the pencil through the opening 6 of the contact part 2,
If you grip a pencil by touching the tips of your thumb, index finger, and middle finger to 3 and 4 respectively, the positions of the fingertips of your thumb, index finger, and middle finger when holding a pencil correctly will be determined, and you will be able to learn how to hold a pencil correctly. has been done. FIG. 12 shows the state in which the orthodontic device of Example 1 is used. Once the positions of the thumb, index finger, and middle finger are determined, the difference in length of the three fingers and the Due to its structure, the pencil is naturally positioned between the second and third joints of the index finger. or,
If you write while holding the pencil in this way, you will maintain the correct angle between the pencil and the paper.

In more detail, the correction tool 1 of Example 1 will be described.
In FIG. 3, assuming that the paper surface corresponds to the front side of the correction tool 1, the stepped portion 7 having the contact part 3 for the tip of the index finger and the contact part 4 for the middle finger is on the right half of the right side of the correction tool 1. It is formed. The abutting portions 3 and 4 of the tips of the index finger and middle finger are arranged so as to sandwich the opening 6 of the fitting hole 5. The step portion 7 is formed to be somewhat inclined because the contact portions 3 and 4 on the step portion 7 are contact portions for the index finger and middle finger, respectively. That is, the axis of the fitting hole 5 and the step 7 have an angle equal to α shown in FIG.
(b-d) and (c-d) respectively from the sharpening surface of the pencil where the upper contact parts 3 and 4 are inserted into the fitting hole 5.
The stepped portion 7 is formed so as to be located at a distance of . Note that since the contact parts 3 and 4 are the tips of the index finger and middle finger, respectively, the length from the opening 6 of the fitting hole 5 to the contact part 4 is longer than the length to the contact part 3.
Further, since the stepped portion 7 is a flat surface, some kind of mark may be attached to make the abutting portions 3 and 4 clear.

Next, a wall 8 is formed on the left half of the right side of the correction tool 1 so as to be integrally connected to the main body and to be connected at right angles to the stepped portion 7, and a line parallel to the axis of the fitting hole 5 is formed as shown in FIG. A contact portion 2 for the tip of the thumb is formed at a position intersecting the top surface 9 of the wall 8. In the first embodiment, the inner surface 10 of the wall 8 is formed in a trapezoidal shape, that is, the rising dimension of the inner surface 10 increases as it goes down the step 7. If the inner surface 10 of the wall 8 is trapezoidal, the tip of the middle finger that comes into contact with the contact portion 4 located on the downward side of the step portion 7 can be received substantially within the inner surface 10 . That is, the fingertip of the middle finger that comes into contact with the abutment part 4 is strictly the front surface of the nail, and when the fingertip of the middle finger comes into contact with the abutment part 4, the flank of the fingertip of the middle finger faces the inner surface 10. Or face to face. Therefore, since the inner surface is trapezoidal, in other words, the lower part is wide, the middle finger is prevented from falling off the inner surface 10, and the contact state between the contact portion 4 and the tip of the middle finger is also stable. .

Next, in the first embodiment, the fitting hole 5 has an axis parallel to the upper and lower surfaces of the orthodontic tool 1 in FIG. It is bored inward from approximately the center of the stepped portion 7 with a slight inclination towards the forming side, and a spindle hole 11 and a columnar hole 12 are formed into which the tip of a pencil can fit. The spindle head hole 11 is drilled so that the shaved part of the tip of the pencil can be inserted into it, and the column body hole 1
The hole 2 is located behind the sharpening edge of the pencil tip and is bored so that the part that protrudes from the fingertip when holding the pencil correctly can be inserted into the hole. In Example 1, the third
As shown in the figure, the axis of the fitting hole 5 is parallel to the top and bottom surfaces of the correction tool 1, and is formed slightly inclined from the vertical left and right side surfaces (the right side is the top surface 9 of the wall 8). The upper part 13 of the hole 12, that is, the circumferential area near the abutting part 3, is bored deeper than the lower part 14, that is, the circumferential area near the abutting part 4. The column body hole portion 12 is bored so that the lengths from the boundary surface to the contact portions 2, 3, and 4 are (a-d), (b-d), and (c-d), respectively. In addition, the fitting hole 5 is drilled so that the lengths from the plane that is perpendicular to the axis of the fitting hole 5 and including the deepest part 15 of the fitting hole 5 to the contact parts 2, 3, and 4 are a, b, and c, respectively. However, in order to protect the tip of the pencil lead, it is preferable that the holes be drilled somewhat deeper than holes a, b, and c. Incidentally, when the pencil is inserted into the fitting hole 5, the shaved portion of the tip of the pencil is locked in the spindle head hole 11, and the inserted state is stabilized. Therefore, when using a pencil for writing, by inserting the tip of the brush into the fitting hole 5 and touching the contact portions 2, 3, and 4 with the fingertips, the user can learn how to hold a pencil correctly at any time.

Moreover, the shape of the fitting hole 5 is sufficient as long as it is formed so that the tip of a pencil can be inserted therein and the abutting parts 2, 3, and 4 are arranged at predetermined positions.
may be conical or pyramidal, and the cross-sectional shape of the column body hole 12 may be hexagonal, triangular, circular, or the like.

Furthermore, if the purpose is simply to learn how to hold a pencil correctly, there is no need to drill the spindle head hole 11, and in this case, the abutting portions 2, 3, and 4 may be formed at predetermined positions. It is sufficient to drill only the column body hole 12 to a predetermined depth into which the tip of an unsharpened pencil can be inserted.

In addition, in the first embodiment, the drilling angle of the fitting hole 5, the inclination angle of the step part 7, and the inclination angle of the top surface 9 of the wall 8 can be adjusted according to the change in the shape of the correction tool 1 if the following conditions are satisfied. It's fine if it's optional. The conditions are that the lengths from the interface between the spindle hole 11 and the column body hole 12 of the fitting hole 5 to the contact portions 2, 3, and 4 are (a-d), respectively.
(b-d), (c-d), (a-d)>(b-d)>
(c-d), therefore, it is perpendicular to the axis of the fitting hole 5 and is closer to the deepest part 15 of the fitting hole 5 than the plane that includes the contact part 4 of the fingertip of the middle finger, and is perpendicular to the axis of the fitting hole 5. The distance from the arbitrary surface (parallel to the boundary surface) to the contact part 2 of the fingertip of the thumb is greater than the distance to the contact part 3 of the index finger, and the distance from the arbitrary surface to the contact part 2 of the fingertip of the index finger is 3 is larger than the distance to the abutment part 4 of the fingertip of the middle finger, and the axis of the fitting hole 5 and the stepped part 7 form an angle α at that time. Therefore, it is effective for learning how to hold a pencil correctly if the drilling angle of the corrector 1 is slightly inclined as shown in Fig. 5, but this is not necessarily the case. isn't it.

Incidentally, the opening 6 of the fitting hole 5 is a stepped portion 7 in the first embodiment.
Although the opening is approximately at the center of the wall, it may be opened at the boundary between the step portion 7 and the wall 8.

In the second embodiment shown in FIG. 6, the fitting hole 5 bored in the correction tool 1 is a through hole.
It is used with the tip of a pencil inserted into it. Therefore, insert the tip of the pencil into the fitting hole 5,
By gripping a pencil by touching the tips of the thumb, index finger, and middle finger on the contact parts 2, 3, and 4, respectively, the user can actually write while learning how to hold a pencil correctly.

To explain the second embodiment in more detail, as in the first embodiment, a contact portion 2 for the tip of the thumb is formed on the top surface 9 of the wall 8, and a contact portion 3 for the fingertips of the index finger and middle finger is formed on the stepped portion 7. , 4 are formed. However, in the second embodiment, the wall 8 is formed so that the inner surface 10 is rectangular, and the stepped portion 7 is formed parallel to, that is, perpendicular to, the top surface 9 of the wall 8. Further, the fitting hole 5 is penetrated so that its axis forms an angle α with the stepped portion 7,
It has a spindle hole portion 11 and a column body hole portion 12. The plumb head hole 11 is cut at an appropriate portion at the top, and is formed so that the tip of the pen including the inserted pencil lead can protrude from the lower opening 16 thereof. Column body hole 1
2, the lengths from the interface between the spindle hole part 11 and the column body hole part 12 to the contact parts 2, 3, and 4 are (a-
d), (b-d), and (c-d).

It goes without saying that the conical head hole portion 11 of the orthodontic tool 1 of the first embodiment may be cut at an appropriate position to form the correction tool 1 as in the second embodiment.

Embodiment 3 shown in FIGS. 7 and 11 has recesses 17, 18 around the fitting hole 5, which have the abutting portions 2, 3, 4 of Embodiment 1 at substantially the deepest parts thereof, respectively.
19 is formed. This recess 17, 18, 1
9 are formed almost in the same shape as the fingertips of the thumb, index finger, and middle finger when holding a pencil correctly, and therefore, the recess 17 is slightly elongated vertically on the left side of the opening 6 of the fitting hole 5. The recess 18 is formed almost to the upper right of the opening 6 of the fitting hole 5, and the recess 19
is formed in a horizontally long manner substantially at the lower right of the opening 6 of the fitting hole 5. Note that it is appropriate that each of the recesses 17, 18, and 19 be formed in the same shape as the fingertip.
Due to individual differences in the size of fingers and difficulties in molding, the shape of the recess can be arbitrary as long as the deepest part is formed to match the position of the contact parts 2, 3, and 4 of Example 1. I don't mind.

Furthermore, if the positional relationship between the fitting hole 5 of the third embodiment and the contact parts 2, 3, and 4 is the same as that of the fitting hole 5 of the first embodiment,
It may be a through hole or a blind hole, and the drilling angle may be arbitrary.

As shown in FIG. 13, the corrective tool 1 of the third embodiment can be used by inserting a pencil into the fitting hole 5 and touching the recesses 17, 18, and 19 with the fingertips, as in the other embodiments. In particular, Example 3 is effective because it allows students to learn how to hold a pencil correctly without feeling uncomfortable.

Embodiment 4 shown in FIG. 8 has the stepped portion 7 of Embodiment 1 formed into a stepped shape consisting of an upper step portion 20 and a lower step portion 21 as shown in the drawing. The level difference between the upper part 20 and the lower part 21 is determined so that the contact part 3 of the first embodiment is located on the upper part 20, and the contact part 4 of the first embodiment is located on the lower part 21, and therefore, according to the implementation of the drawings. In Example 4, the step is formed to match (b-c). Furthermore, in the fourth embodiment of the drawings, since the height difference between the upper stage part 20 and the lower stage part 21 is (b-c), the fitting hole 5 is formed so that its axis is parallel to the vertical and horizontal planes of the correction tool 1. There is. In addition, if the level difference is not (b-c), the drilling angle of the fitting hole 5 will be different accordingly. Further, the fitting hole 5 may be a through hole or a blind hole.

In the fifth embodiment shown in FIG. 9, the step part 7 and wall 8 are not formed as in the first embodiment, but the side part 22 is formed into a slope shape and serves as the step part 7 and wall 8. A fitting hole 5 is opened on the sloped side surface portion 22, and abutting portions 2, 3, and 4 are formed around an opening 6 of the fitting hole 5. Therefore, the side surface portion 22 is arranged at a predetermined angle with the axis of the fitting hole 5 so that the abutting portions 2, 3, 4 thereon and the fitting hole 5 have a predetermined positional relationship as in the first embodiment. It is formed at an arbitrary inclination angle to form α. Note that the other shapes are almost the same as those in Example 1 or Example 2, and therefore description thereof will be omitted.

As described above, in Examples 1 to 5, the positions of the fingertips of the thumb, index finger, and middle finger when holding a pencil correctly are determined as the contact parts 2, 3, and 4, respectively, and these contact parts 2, It is an effective corrective tool because you can learn how to hold a pencil correctly by touching the tips of your three fingers to 3 and 4, respectively.

As mentioned above, the corrective devices of Examples 1 to 5 are examples of the corrective devices of the present invention for right-handed people who are suitable for using a pencil. However, modifications for left-handed people are naturally included in the gist of the present invention, and even in hard writing instruments other than pencils, the contact portions 2, 3, and 4 will each correspond to the type of writing instrument. Since it is a predetermined thing depending on the type of writing instrument, modifications according to the type of writing instrument naturally belong to the present invention.

Next, the material for forming the correction tool of the present invention may be wood, metal, synthetic resin, plaster, etc., but a material with a certain degree of elasticity is most suitable. If the material is elastic, the contact state when the fingertip is in contact with it will be stable, and the writing instrument will be tightly fixed when it is inserted into the fitting hole 5, so it is suitable for use. Further, the elastic material may be an eraser. If it is an eraser, it can naturally be used as an eraser if a writing error occurs while learning the correct way to hold a writing instrument using the correction tool of the present invention. You can fine-tune it as you like.
Further, a paperweight, which is a type of learning tool, may be formed in the same shape as the correction tool of the present invention. Alternatively, it may be formed from a synthetic resin film and filled with gas to form the shape of the orthodontic tool of the present invention.

As shown in Application Example 1 shown in FIG. 10, the correction tool of the present invention replaces the main body 25 of a known pencil sharpener, which is a kind of learning tool, in which the pencil shaft is rotated by hand. It may be formed into a shape. Application example 1 can be formed in almost the same shape as the correction tools of Examples 1 to 5 or their modified examples, but in FIG. A cutter 26 is attached to the portion 11, and a cutter portion 27 is formed to protrude into the inner wall of the spindle hole portion 11. Note that the fitting hole 5 may be a through hole, a blind hole, or a hole having only the spindle hole portion 11; Hole 5 is preferred. In addition, the fitting hole 5 and the fingertip contact portions 2, 3,
4 are in a predetermined positional relationship, the opening angle of the fitting hole 5 is arbitrary, so it is set to an angle that makes it easy to sharpen a pencil, and all or It is enough to set up a part of it. This application example 1 is convenient because it can be used for learning how to hold a pencil correctly, and it can also be used for sharpening a pencil.

Furthermore, if it is a known learning tool, not limited to erasers, paperweights, and sharpeners, but whose size remains constant, its original use can be avoided if its main body is formed into the shape of the corrective tool of the present invention. It is convenient because it can be used for the purpose of the present invention in addition to the above.
Furthermore, in the case of a relatively large learning tool, the correction tool 1 of the present invention may be attached to or integrally formed in an appropriate part of the main body. In addition, learning tools include so-called stationery and office supplies (for example, various pencil sharpeners, book stands,
It is not limited to pencil cases, desks, chairs), but includes everything that may be within reach when young children are studying, or when adults are doing their writing, including office work. It also includes things that belong to supplies, such as cups and teacups, and things used for other purposes, such as fluorescent lamps.

Application example 2 shown in FIGS. 14 and 15 is
This is a so-called manual pencil sharpener 28 that sharpens a pencil by rotating an arm. The correction tool of the present invention can be attached to or integrally formed in an appropriate part of the main body of such a sharpening machine 28. Application example 2 of the drawing is the sharpening machine 2
The orthodontic tool 1 of the present invention is integrally formed in the shavings storage box 29 of No. 8. More specifically, in Application Example 2, a correction tool having substantially the same shape as in Example 2 is integrally formed at the front part of the storage box. That is, the wall 8 is turned sideways and is formed to protrude so that the abutting part 2 is formed on the top surface 9 thereof, and the step part 7 having the abutting parts 3 and 4 is formed on the front surface 30 of the storage box 29. The front surface 30 of the storage box 29 is partially thickened to provide a fitting hole 5. Therefore, application example 2
In addition to sharpening a pencil, the sharpener 28 with the straightening tool 1 inserts the pencil into the fitting hole 5 at any time and sharpens the abutting portions 2, 3,
4. You can learn how to hold a pencil correctly by touching the required fingertips. In addition, in Application Example 2, the wall 8 can be used as a drawer grip, and since the stepped portion 7 is formed on the same plane as the front surface 30 of the storage box, the shape is simple, rational, and aesthetically pleasing. is also excellent.
It goes without saying that the corrective tool 1 of the second embodiment is not limited to the corrective tool 1 of the first embodiment to the fifth embodiment, or that the corrective tool 1 of a modification thereof may be attached or formed integrally. Even if it is a pencil sharpener, a correction tool suitable for writing instruments other than pencils may be attached.

Application example 3 shown in FIG. 16 is an example in which the correction tool 1 of the present invention is attached to the front part of a drawer 32 of a desk 31.
Note that the configuration is almost the same as that of Application Example 2, so the explanation will be omitted.

Furthermore, in the correction tool 1 of the present invention, as in the sixth embodiment shown in FIG.
It also includes a structure in which a rod-shaped protrusion 34 resembling the tip of a pencil is integrally formed in series along the axis of the fitting hole 5 from a position corresponding to the lower opening 16 of the fitting hole 5. In addition, when the fitting hole 5 is a blind hole, it is sufficient to form only the rod-shaped protrusion 33. Moreover, the fitting holes 5 in Example 6 are completely filled, that is, they are not actually formed, but become imaginary fitting holes 5. Further, in the sixth embodiment shown in FIG. 17, the main body 35 including the contact portion is formed in the same shape as in the second embodiment, but it is formed in the same shape as in the first to fifth embodiments and other modified examples. Good too. Further, a protrusion, particularly a rod-shaped protrusion 34, may be formed on the correction tool attached to or formed on the learning tool, and may also be formed into a shape suitable for other writing tools. The correction tool 1 of the sixth embodiment is convenient because it can be used alone without inserting a writing instrument, and if it is provided as equipment in a kindergarten or elementary school, for example, it can be used permanently.

[Effect of idea]

The effects of the orthodontic device of the present invention are as described above.
The user can learn how to hold a writing instrument correctly by fitting the tip of the writing instrument into the fitting hole and holding the writing instrument by touching the tips of the thumb, index finger, and middle finger to the abutment part. In addition, the orthodontic device of the present invention allows the user to learn the correct way to hold the writing instrument by directly holding the writing instrument with the fingertips in contact with each contact part of the orthodontic device, which is a result of the use of the orthodontic device in conjunction with the device. You won't feel any discomfort, and you can easily learn how to hold it correctly.
Also, by grasping the correction tool attached to the writing instrument,
Since it does not adopt a configuration similar to holding a writing instrument indirectly through a correction tool, there may be subtle differences from the actual finger position due to holding the shaft diameter larger than the actual writing instrument. The user can learn the same finger position as in practice without using orthotics. In particular, the effect is remarkable when writing is performed with a writing instrument fitted into the correction tool of the present invention having a penetrating fitting hole.

Furthermore, according to the orthodontic device of the present invention, it is possible to reduce the difficulty and labor involved in teaching methods that conventionally required relying on words and vision. In other words, it has a remarkable effect of allowing one to practice and learn the correct way to hold the device physically, physically, and tactilely.

Also, people who have a habit of holding the device incorrectly can naturally and easily correct their habit of holding the device incorrectly.

Also, if you can learn how to hold a writing instrument correctly, you can learn the correct posture. Traditionally, when infants and children pick up a writing instrument for the first time, they may hold it incorrectly and the tip of the writing instrument may not be visible from an upright position. I sometimes lost my posture. However, if the correction tool of the present invention is used, the tip of the writing instrument can be seen when the user is in a correct posture with his or her back straight, so the user can maintain a correct posture without losing his or her posture.

Furthermore, when holding a writing instrument for the first time, if you use the correction tool of this invention, especially one with a penetrating hole, you will not have to concentrate too much on how to hold the writing instrument, so you will be able to correct your writing style and posture. You can pay attention to things such as harshness.

By the way, if you fully understand the correct way to hold a writing instrument, you will also have the additional effect of being able to master the correct way to hold chopsticks. In other words, when holding chopsticks, one of the chopsticks, the one that is normally held at the top, is the thumb, index finger,
It is operated with the middle finger, and the movement is very similar to that of holding a writing instrument. However, the chopsticks located above are more important than the chopsticks located below when pinching food.
Moreover, learning the movements is difficult. Therefore, if an infant who is holding chopsticks for the first time uses an orthotic device with a writing implement inserted into it and practices drawing lines and circles, it will have a significant positive effect on the child's ability to learn how to hold chopsticks correctly. .

[Brief explanation of the drawing]

Figure 1 is an explanatory diagram showing a state where a pencil is held correctly, Figure 2 is an explanatory diagram showing a state where a pencil is held incorrectly, Figure 3 is a front view of Example 1, and Figure 4 is an illustration of Example 1. FIG. 5 is a bottom view of Embodiment 1, and FIG.
The figure is a front view of Example 2, FIG. 7 is a perspective view of Example 3, FIG. 8 is a front view of Example 4, FIG. 9 is a perspective view of Example 5, and FIG. 10 is a perspective view of Application Example 1. Front view, 1st
Figure 1 is a right side view of Example 3, Figures 12 and 13.
14 is a perspective view of Application Example 2, FIG. 15 is a plan view of the storage box of Application Example 2, and FIG. 16 is a front view of Application Example 3. , FIG. 17 is a front view of the sixth embodiment. 1 is a correction tool, 2, 3, 4 are contact parts, 5 is a fitting hole,
6 is an opening, 28 is a scraper, and 31 is a desk.

Claims (1)

[Scope of utility model registration request] A fitting hole is formed into which a writing instrument or the tip of a rod-shaped protruding body resembling the shaft of a writing instrument can be inserted, and a contact portion for each fingertip of the thumb, index finger, and middle finger is provided around the opening on the writer side of the fitting hole. The contact part of each fingertip of the index finger and middle finger is located at a position that pinches the hole, and is perpendicular to the axis of the hole and closer to the lower end of the hole than the plane that includes the contact part of the fingertip of the middle finger. and the distance from any plane perpendicular to the axis of the fitting hole to the contact part of the fingertip of the thumb is greater than the distance to the contact part of the fingertip of the index finger, and the distance from the arbitrary plane to the contact part of the fingertip of the index finger is A writing correction tool for hard writing characterized in that the distance to the contact part is larger than the distance to the contact part of the fingertip of the middle finger.