JPH0641263Y2 - Writing implements and how to hold chopsticks Practice tools - Google Patents

Description

[Detailed description of the device]

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to a writing instrument and a practice tool for holding chopsticks.

[0002]

2. Description of the Related Art For example, it is generally said that a proper way to hold a writing instrument, especially a proper way to hold a pencil, is to hold a pencil shown in FIG. In that case, what is important is (a) the position of the finger, (b) how to apply force, and (c) the position of the pencil.

(A) The position of the finger is "(a) the tip of the index finger is
It comes out just before the tip of the thumb. (B) The tip of the index finger comes close to the point where the pencil is sharpened. (C) Lightly bend the middle finger, ring finger, and little finger inward, and hold the egg in the space inside the hand.
(D) Lightly attach the tip of the little finger to the paper surface, and make the third joint of the little finger above the paper surface. Is appropriate.

(B) As for how to apply force, "(a) Do not apply too much force to the wrist / finger. (B) Make sure that the index finger does not apply too much force to the thumb, and that their joints have roundness. Is appropriate.

(C) The position of the pencil is "(a) The inclination angle formed by the pencil and the paper is about 50 ° -60 °. (B) The axis of the pencil touches slightly ahead of the joint of the fingertip of the middle finger. c) Place the axis in the middle of the second and third joints of the index finger. (d) Make sure that the tip of the pencil is always visible when writing in the correct posture. ”

However, when an infant or school child starts to write letters with a writing instrument for the first time, or when he or she holds chopsticks for the first time, the infant or school child should know how to properly write or write the writing instrument, or how to properly use and use chopsticks. Teaching is extremely difficult and requires a great deal of effort for both the teacher and the infants and school children. In addition, once a person has a bad way to hold the body, it is more difficult and labor-intensive to correct it, especially after becoming an adult.

[0007] Conventionally, as a method of teaching the correct way of holding and writing a writing instrument as described above, the instructor himself shows the state of actually holding the writing instrument or by showing a posting, a slide or the like. Although visual instruction or linguistic instruction that teaches the position to hold with words has been performed, the effect is extremely thin, and more than 90% of school children do not have writing instruments correctly, especially As shown in 10, it has been reported that more than 50% of infants and school children have a bad way to bend their index finger near the first joint and put excessive force on their fingertips. .

Therefore, an example of a practice tool for properly holding such a writing tool and chopsticks is disclosed in, for example, Japanese Patent Laid-Open No. 54-65.
It is described in Japanese Patent No. 635. The practice tool comprises a T-shaped member having an annular portion at its tip and a seat plate. T
The V-shaped member includes a flat plate-shaped upper wall portion, a holding wall portion that extends vertically from substantially the center of the upper wall portion, and an annular portion provided at the tip of the holding wall portion. The seat plate is assembled by inserting the sandwiching wall portion into the through hole formed in the seat plate so that the seat plate is positioned in parallel to the upper wall portion.

The above-described practice tool is used by sandwiching the sandwiching wall portion at each root between the index finger and the middle finger, whereby the back side of each of the index finger and the middle finger is the upper wall portion, and the index finger and the middle finger are the same. The palm side of each is sandwiched between the seat plates. As a result, the vicinity of the second joint of the index finger and the middle finger is held in a state where the vicinity of the second joint is aligned with each other without a step difference. As a result, a bad holding manner in which the index finger is warped and excessive force is applied to the fingertip is corrected. A writing instrument is inserted through the annular portion to stably hold the writing instrument.

[0010]

However, the practice tool described in the above publication has a combined structure of a T-shaped member and a seat plate and requires two parts, and the sandwiching wall portion penetrates the seat plate. Since this structure has a structure, it is necessary to further process through holes in the seat plate, which causes a problem of high manufacturing cost.

The present invention has been made in view of the above problems, and in particular, the second joints of the index finger and the middle finger are held in a state of being close to each other, and the writing instrument and chopsticks are held more stably. (EN) Provided is a writing instrument and a practice tool for holding chopsticks which can be manufactured at a low cost while having a function capable of performing.

[0012]

In order to achieve the above-mentioned object, a writing instrument and a practice tool for holding chopsticks according to the present invention are provided with a pair of upper and lower upper and lower wall portions facing each other and these upper and lower wall portions. And a projecting wall extending diagonally outward from at least one of the left and right ends of the lower wall, and the index finger or the middle finger on both left and right sides of the sandwiching wall. It is characterized in that it has a cross-sectional shape in which a space slightly larger than the thickness of the index finger is formed, and has a length dimension slightly shorter than the length from the base of the index finger to the second joint.

[0013]

In the writing implement and the practice tool for holding chopsticks (hereinafter abbreviated as practice tool) having the above-described structure, for example, between the attachment areas from the root of the index finger and the middle finger when holding the writing implement to the second joint. When the holding wall portion is sandwiched between the upper and lower wall portions of the index finger and the middle finger, the upper and lower wall portions are restricted from moving in the vertical direction, and the middle portion of the writing instrument contacts the edge portion of the protruding wall. , It is possible to prevent the user from falling backward excessively, thereby maintaining the correct way of holding the writing instrument. The practice tool has a simple structure in which the upper wall portion, the lower wall portion, the sandwiching wall portion, and the projecting wall are integrally formed with each other, and have the same cross-sectional shape in the length direction. Since it is a body, it is easy to manufacture, and as a result, it can be manufactured at a lower cost.

[0014]

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS An embodiment of the present invention will be described with reference to FIGS.

As shown in FIG. 1, a writing implement and a chopstick holding practice tool (hereinafter abbreviated as practice tool) 1 of the present embodiment are
The cross section when viewed from the front side (the front side in the drawing of the figure) is substantially E-shaped. That is, a thin plate-shaped upper wall portion 2 and a lower plate portion 3 are formed in parallel with each other in the upper and lower sides, and the upper wall portion 2 and the lower wall portion 3 are vertically arranged at the center between them. They are connected to each other by a sandwiching wall portion 4 extending in the direction. As a result, on both the left and right sides of the holding wall 4,
A first recess 5 and a second recess 6, which are surrounded on three sides by the upper wall portion 2, the lower wall portion 3, and the sandwiching wall portion 4, are formed.

As shown in FIGS. 2 and 3, the practice tool 1 is formed with the same cross-sectional shape over the entire length direction (direction orthogonal to the paper surface in FIG. 1) and its length dimension. Is set to be somewhat shorter than the length from the base of the index finger or the middle finger to the second joint (hereinafter, this area is referred to as a practice tool attachment area). Further, the distance between the upper wall portion 2 and the lower wall portion 3 is formed to be slightly larger than the thickness of the index finger or the middle finger, and the upper wall portion 2 and the lower wall portion 3 are formed.
Is formed so that the dimension from the sandwiching wall portion 4 to the tip end portions of the upper wall portion 2 and the lower wall portion 3 is approximately matched with the width of each of the index finger and the middle finger.

With the above structure, the index finger is placed in the first recess 5,
In addition, the middle finger can be easily inserted into the second recessed portion 6, and the training tool mounting regions extending from the roots of the index finger and the middle finger to the second joint are inserted into the recessed portions 5 and 6, and the holding wall portion 4 is held by both fingers. In the sandwiched state (hereinafter, this state is referred to as a practice tool wearing state), the vertical movements of the index finger and the middle finger are restricted by the upper wall portion 2 and the lower wall portion 3, and by this,
The practice tool attachment areas of the index finger and the middle finger are maintained substantially parallel to each other, and the step difference is prevented. Note that the widths of the upper wall portion 2 and the lower wall portion 3 do not necessarily have to match the width of the finger, and can be formed to have a dimension that exceeds at least one half of the width of the finger.

On the other hand, the thickness of the sandwiching wall portion 4 is the same as the lower wall portion 3
It is formed somewhat thinner than. That is, when a writing instrument or the like is properly held, a slight gap is generated between the regions of the forefinger and the middle finger from the roots to the second joint. Wall 4
Is thinly formed, and the index finger is placed in the first recess 5,
When the middle finger is inserted into each of the second recesses 6 and the holding wall 4 is held between the flanks of the fingers, it is possible to easily write characters with the writing tool while holding the holding wall 4.

As shown in FIG. 1, the lower wall portion 3 has a protruding wall 7 extending at the left end thereof and bent obliquely downward and outward.

The practice tool 1 having the above structure can be constructed by selecting materials such as wood, metal, synthetic resin and rubber. If it is a synthetic resin or a metal, it can be manufactured at a lower cost by extrusion molding. Also, considering the size of fingers from infants to adults, about 5 types of practice tools 1 are required according to the thickness and size of the fingers. In this case as well, in addition to extrusion molding, synthetic resin materials are required. By performing mass production by injection molding with respect to, the training tool 1 can be manufactured at a lower cost.

Next, the usage state of the training tool 1 having the above-mentioned structure will be described with reference to FIG. 4 in the case of having a writing tool, particularly a pencil or a ballpoint pen.

First, the practice tool 1 is sandwiched between the bases of the forefinger and the middle finger, with the shape of the hand set to the correct way of holding the pencil shown in FIG. That is, as shown in FIG.
The sandwiching wall portion 4 is sandwiched in each practice tool attachment region from the root of the index finger and the middle finger to the second joint. As a result, the respective practice tool attachment areas of the index finger and the middle finger are fixed in the above-described recesses 5 and 6 of the practice tool 1. At this time,
As shown in the figure, the protruding wall 7 is positioned so as to protrude from the lower side of the index finger toward the thumb side.

On the other hand, the index finger with each fingertip lightly rolled
When holding the edge of the pencil A with the three fingers of the middle finger and the thumb, the middle part of the pencil A intersects the protruding wall 7. Therefore, the middle part of the pencil A is brought into contact with the edge of the protruding wall 7 on the fingertip side, so that the initially set correct position of the pencil is maintained and the backward collapse is prevented. In this way, the correct way to hold the pencil is maintained without changing the correct position of the fingers and hands.

In this case, as shown in the figure, by sandwiching another practice tool 1 at the base of the ring finger and the little finger, the part between the base and the second joint of the ring finger and the little finger is fixed. By doing so, all the fingers will be held with the correct way of holding the pencil if you write as it is. In this case, the protruding wall 7 of the practice tool 1 which is sandwiched between the ring finger and the little finger is directed to the outside of the little finger. Then, it is written so that the tip of the protruding wall 7 is in light contact with the paper surface. As a result, it is possible to correct the defect of gripping the little finger strongly, and to correct the defect of the side surface of the little finger in which the hand leans to the right.

As described above, when the practice tool 1.1 is sandwiched between the bases of the index finger and middle finger, and the ring finger and the little finger, when these fingers are fixed, the first joint, as compared with the case where the fingers are not fixed,
One of the important things to do when holding a pencil is to bend the middle, ring, and little fingers inward so that you can hold the egg inside the hand because you cannot grasp the second joint strongly. And holding the pencil without force, "
It also reduces hand and arm fatigue. In addition, it is possible to write characters well and quickly without being tired when writing letters, as a result of keeping "put the axis of the pencil in the middle of the second and third joints of the index finger". . Furthermore, the training tool 1 is
There is little discomfort because it is simply sandwiched between the fingers, so that you can continue writing for a long time and learn how to hold the correct pencil in a shorter period of time.

As described above, by using the above-described practice tool 1, it is possible to learn the correct angle, correct position, correct inclination, etc. of the writing tool, and force cannot be applied strongly, so the space inside the hand grips the egg. As a result, you can easily correct and learn.

Even when the writing implement is a writing brush, it is possible to use the two practice implements 1.1 in the same manner as described above, and to learn the correct way of holding it. Even if the practice tool 1 is only sandwiched between the roots of the middle finger and the ring finger, no excessive force is applied to the fingertips, so that the proper holding method can be learned.

Next, with reference to FIG. 5, a description will be given of a case where the training tool 1 is used to correct and learn how to properly hold chopsticks.

In this case as well, the practice tool 1 is sandwiched between the bases of the index and middle fingers in the same manner as described above. Then, by gripping the middle part of the upper chopstick B1 with the tips of the three fingers of the index finger, the middle finger, and the thumb, the rear part thereof is brought into contact with the edge portion of the protruding wall 7 of the practice tool 1 on the fingertip side, The upper chopstick B1 is stably held along the tip side of the second joint of the index finger. As a result, the upper chopstick B1 can be freely operated by the index finger and the middle finger. When it is difficult to fix the lower chopsticks B2, although not shown, another practice tool is sandwiched between the bases of the little finger and the ring finger. When the little finger and the ring finger are bent, the middle part of the lower chopstick B2 is located near the side nail of the ring finger, and the rear part of the lower chopstick B2 is located at the base of the thumb and the index finger, and is clamped. , Can be fixed without wobbling instability. This makes it easy to learn how to hold and use chopsticks, and to correct them.

As described above, by using the practice tool 1 of the above-mentioned embodiment, in order for the infant / child to learn the correct way of holding the writing instrument or the chopsticks and correct the wrong way of holding, the conventional practice is to use words. It is possible to reduce the difficulty labor in the teaching method that had to rely on the visual sense. In other words, if an infant / child holds the above practice tool 1 between his / her fingers and uses it for writing, etc., a remarkable effect of being able to self-learn is obtained in order to learn the correct way to physically, physically, and tactilely hold. Have. Also, if held correctly, it is possible to naturally maintain the correct posture. In addition, the above practice tool 1
, The instructor does not need to focus too much attention on how to hold the writing instrument, for example.
Attention is paid to correct posture.

The practice tool 1 having the above-described structure is provided with the upper wall 2
-Since each wall surface of the lower wall portion 3, the sandwiching wall portion 4, and the projecting wall 7 is formed in an integrated shape that is continuous with each other, and is a simple structure having the same cross-sectional shape in the length direction, It is easy to manufacture, and as a result, it can be manufactured at a lower cost.

In the above embodiment, an example in which the protruding wall 7 is provided so as to extend to one side end portion of the lower wall portion 3 has been described, but as shown in FIGS. , Lower wall 3
It is also possible to have other shapes, such as providing protruding walls 7 in a left-right symmetrical shape on both side ends.

By sandwiching the practice tool 1 having such a structure between the bases of the forefinger and the middle finger, the middle part of the writing tool or the like is applied to one protruding wall 7 protruding toward the thumb side to stably hold the writing tool. On the other hand, by placing the region from the base of the ring finger to the second joint on the other projecting wall 7 projecting to the ring finger side, the position of the ring finger is fixed in a predetermined step state with respect to the middle finger. Further, when this practice tool 1 is used for practicing a writing brush, it can be used as a brush holder by removing it from the finger and placing it upside down on a desk.

[0034]

As described above, the writing instrument and the practice tool for holding chopsticks according to the present invention include a pair of upper and lower upper and lower wall portions which are relatively opposed to each other, and a holding wall portion which connects the upper and lower wall portions to each other. And a cross-sectional shape having a protruding wall extending obliquely outward from at least one of the left and right ends of the lower wall portion and forming a space slightly larger than the thickness of the index finger or the middle finger on both the left and right sides of the holding wall portion. Then, from the base of the index finger to the second
It has a configuration in which the length dimension is slightly shorter than the length up to the joint.

Therefore, the practice tool capable of holding the writing tool or the like properly held can be manufactured as a simpler structure, and the manufacturing cost can be further reduced.

[Brief description of drawings]

FIG. 1 is a front view of a writing instrument and a practice tool for holding chopsticks according to an embodiment of the present invention.

FIG. 2 is a bottom view of the training tool.

FIG. 3 is a side view of the training tool.

FIG. 4 is a perspective view showing a usage state of the practice tool when holding a pencil.

FIG. 5 is a perspective view showing a usage state of the training tool when holding the chopsticks.

FIG. 6 is a front view of a writing instrument and a practice tool for holding chopsticks according to another embodiment of the present invention.

FIG. 7 is a bottom view of the training device according to the other embodiment.

FIG. 8 is a side view of a training device according to another embodiment.

FIG. 9 is a perspective view showing how to properly hold a pencil.

FIG. 10 is a perspective view showing an example of how to hold a pencil badly.

[Explanation of symbols]

 1 Practice Tool 2 Upper Wall Part 3 Lower Wall Part 4 Clamping Wall Part 5 First Recess 6 Second Recess 7 Protruding Wall

Claims (1)

[Scope of utility model registration request] 1. A pair of an upper wall and a lower wall which are relatively opposed to each other, a sandwiching wall which connects these upper and lower walls to each other, and an oblique outer side from at least one of the left and right ends of the lower wall. It has a protruding wall that extends to the left and right sides of the sandwiching wall, and has a space that is slightly larger than the thickness of the index finger or middle finger, and is slightly shorter than the length from the base of the index finger to the second joint. A writing instrument and a practice tool for holding chopsticks.