JPS5825389Y2 - Learning device in the form of a book - Google Patents

Description

[Detailed explanation of the idea] This utility model concerns a learning device for children.

Previously, there were push-button, rotary, magnetic, and card-insertion learning devices, but there were only a few types of learning devices, and they were limited to only those available on the market.

In addition, these learning devices were sold solely as learning devices, and many of them were for the sake of curiosity, completely ignoring the learning curriculum.

This project was designed to eliminate the shortcomings of the conventional method, incorporate a learning process, and allow students to study together with books.

To explain this in terms of drawings, a. Open windows 2, 3, and 4 in main body 1 (Figures 1 and 2).

b Next, apply the pieces T shown in Figures 3 and 4 to window 3 (see Figure 5).
figure).

A transparent body 8 is attached to the back side of the main body 5 as a support plate so that the piece I, which has one piece C, does not slip out through the window 3 (FIG. 5).

d Attach the subject 1 with the transparent body 8 to one end 10 of the cover 9 containing the page 15 showing the learning content (
Figures 6 and 7).

This will be explained in detail below.

About a Open windows 4, 2, and 3 from above main body 1.

The main body 1 may be made of synthetic resin, metal, rubber, cardboard, etc. as long as it can be made flat, and its thickness is preferably about 2 mm to 5 mm.

Of course, the thicker it is than 5 mm, the stronger it will be.

In the drawing, window 2 has 5 horizontal windows and 5 rows, so there are 25 windows in total.
There are several.

They are rectangular in shape, but the number and shape can be determined according to the purpose of use and the stage of development.

For example, 5 to 10 pieces are appropriate for children before entering elementary school, and 10 to 25 pieces for first- to second-year students.

The window 3 is opened in parallel with the five windows 2 lined up in a long line.

There are five levels. Add signs to window 2 from the left, A, I,
If tsu, ko, and o, then the horizontal length of window 3 is longer than from a to o.

Window 4 is a name window showing the learning content.

If you make this larger, you will be able to clearly understand what content you will be learning.

You can decide based on the overall harmony.

The relationship between the windows 2 and 3 is that the window 3 has a horizontal length that is greater than the sum of the horizontal lengths of the windows 2 opened side by side and the interval between the windows 2.

If windows 2 and 3 are limited to rectangular shapes as shown in the drawing, and the length and size are symbolized, window 2's vertical is A, horizontal is B, window 3's vertical is C1, horizontal is D, window If the interval between 2 is E, then 5B+4E<D.

A>C is more aesthetically pleasing. If 5 windows 2 are lined up horizontally, 5B+4E<D, but if 6 windows 2 are lined up, 6B+5
If E<D, and 7, then 7B+6E<D.

The above relationship holds regardless of the number of windows 2.

About b Place piece 1 on window 3.

Apply it to window 2.

There are 5 side windows 2 lined up horizontally, and there are 5 rows of them, so there are 25 windows 2 in total, so 25 pieces 1 are also required.

In other words, five pieces 7 are applied to one window 3.

There are 5 stages, so there are 25 in total.

The piece 1 consists of a convex bevel 6 and a slide lug 5 (FIGS. 3 and 4).

The lateral length of the convex rim 6 is the remaining length after subtracting the sum of the lateral lengths of the windows 3 and the spacing between the windows 2.

The slide ears 5 should be large enough so that they do not reach the window 2 when the piece 7 is placed on the window 3.

Regarding C, to prevent the one piece 1 from falling out of the window 3, the transparent body 8 is placed as a support plate.The name 16 of page 15 showing the learning content, the picture 17 of the content, Answer 1
This is to show the word number 8 to the outside world.

Further, the fitted piece 7 is inserted into the back side of the main body 1 with enough room to allow the window 3 to slide freely (FIG. 5).

When it is attached to one end 10 with respect to d, it is attached so that the one end 10 acts as a shaft.

In the drawing, a through hole 11 is formed at the upper and lower ends of the main body 1, and a ring 12 is passed through the hole 11.

It is not necessary to use the ring 12 as long as it can be folded freely, and the cover 9 and the learning device of the present invention can be closed and opened from side to side.

This can be done by closing the cover or back page of a picture book or magazine.

The cover 9 will last longer if it is thicker, like the cover of a picture book.

The page 15 showing the learning content may be made of ordinary high-quality paper, drawing paper, etc., and if possible, it is convenient if it is a combination of through holes 13 and links 14, etc., and can be replaced as necessary.

This proposal is easy to understand if you think of it as a combination of a book that shows the learning content and a learning device.

The learning content is shown on one page, the back, and the front of each page inside the book.

For example, you can read the explanation and understand the contents on one table.
Behind the scenes, we practice repeatedly to ensure the content.

Therefore, the desired learning is performed while sliding the piece γ with a finger.

It would be better if a picture 19 or the like is written on the surface of the convex edge 6 of the piece 1.

If steps a, b, c, and d are performed as described above, piece I will slide the window 3 left and right.

That is, the slide lug 5 of the piece 7 is located between the surface of the main body 1 and the transparent body 8 and slides on the transparent body 8.

Since the remaining length obtained by subtracting the sum of the horizontal lengths of the windows 2 and the distance between the windows 2 from the horizontal length of the window 3 is the horizontal length of the convex beveled portion 6, When five pieces 1 are applied to window 3, there is room for one more piece to be applied, so if piece 7 is moved to the left or right, the transparent object 8 that was moved will be visible from the outside. become.

For example, if all the pieces T are placed in contact with each other and placed in the left position, part of the transparent body 8 of the right window 3 will be visible.

This is a part of the transparent body 8 at the bottom of the window 2.

From this position, slide the right piece 7 to the right end to open the transparent body 8 at the bottom of the piece.

Furthermore, if you move the piece γ one place to the right, the transparent body 8 at the bottom of the piece γ will be moved, if there are three pieces, the transparent body 8 at the bottom of
is opened.

If you put 5 pieces together, it will be 1. If you put all the pieces 7 in contact and put them in the right position, a part of the window 3 on the left will open by one piece of piece 7, and you can see the transparent object 8. There will be.

With such an operation, a part of the transparent body 8 of the window 3 can be seen or hidden from the outside.

To explain how to use it specifically, if we take the learning content as shown in Figures 8 and 9 as an example, page 1 showing the learning content.
Learn the explanation and content from the left paper in 5, and confirm and practice using the right paper.

When you apply the right paper to the bottom of the main body 1 with the transparent body 8,
The contents of the windows 2, 3, 4 are visible to the outside through the transparent body 8.

If you look at the movement of the piece T using FIG. 9, it will look like FIG. 10.

In FIG. 10, a picture of contents 1γ is visible in window 2.

If you take window 2, which is located at the top, from the left,
In other words, (7) is a picture of Nikiyabe, (a) is a carrot,
A picture of an eggplant is visible to the outside through the transparent body 8.

When all pieces 1 touch and move to the left position, the right side of window 3 will open.

In other words, the lower part of (3) opens, and the word ``nasu'' in the picture name of (3) is visible through the transparent body 8.

Through this, you can learn and confirm the word (eggplant).

In this case, the other words are hidden below the convex surface 6 of the piece T.

In the window 3 in the second row from the top, the word (Satsu 1 Imo) is visible to the outside through a transparent body 8.

This is achieved by sliding only one piece T to the left from a state in which all the pieces 7 are in contact with each other and placed in the right position.

You can see (Meron) in the third row, and (Kiyarameru) in the fourth row.

The student learns the picture of the window 2 that he/she wants to know or confirm by sliding the piece T freely left and right with his or her finger.

If all the pieces 7 of the bottom window 3 are touching and moved to the right, the left window 3 will be open, and you can put something there.

This means that ``(nothing)'' is in this column.

The idea is to give hints and help people learn about the types.

As mentioned above, you can write the questions in window 2 and the answers in window 3, so you can write the questions in window 2 and the answers in window 3.
・This study device has a wide range of uses as it can be applied to learning in any other field.

Figure 8 shows an example of Kanji learning.

In this case, once you have learned one page, you can study the next page, or you can just open the desired page and place it at the bottom of Main Part 1 to study.

Since it is in book format, it is easy to operate, and it is not a conventional learning method where a book is just a book and a learning device is just a learning device.

If you only read books, you won't be interested, and if you only use learning devices, it will be monotonous and boring.

Also, there is no need to worry about losing the insert card type card.

Since this book is in the form of a book, it is very easy to store it alone, and it also has the advantage of being able to be placed in a bookshelf with other books, making it easy to carry.

Ideal for parent-child learning, the left page provides a thorough explanation, parents and children have plenty of conversation, and the right page allows them to confirm and practice what they have learned.

Regarding the connection between pages, it is convenient if the ring 14 can be closed and opened, since the pages 15 showing the learning content can be inserted or replaced as many times as needed.

If you are having trouble, you can just bind it like a regular picture book or magazine.

As shown in FIG. 11, if the learning device of this invention is used with the cover 9 about half the size, it will be most suitable for young children.

In this case, by positioning the study device at the top and leaving the bottom open, a practice column 20 can be provided in the lower half of the right page of the page 15 showing the learning content.

Furthermore, if you write an interesting picture 19 on the surface of the convex portion 6 so that the user does not get bored, the effect will be doubled.

[Brief explanation of drawings]

Figure 1 is a plan view of the main body 1, and Figure 2 is a plan view of the main body 1.
31 is a plan view of piece 7, and FIG. 4 is a perspective view of piece 7.
Fig. 5 is a perspective view of the original plan in which the piece 7 fits into the window 3 of the main body 1 and the transparent body 8 is attached, and Figs. 6 and 7 are page 15 showing the learning contents of the original learning device. 8 and 9 are examples of page 15 showing the learning content, and FIG. 10 is a perspective view of the page 15 when learning using FIG. Figure 11 is a perspective view of an example in which the original study device is made approximately half the size of the cover 9, attached to the cover 9, one of the pages 15 showing the learning content is placed on it, and the piece 7 is slid left and right. figure. 1 is the main body of the proposed learning device, 2 is a window, 3 is a window to which the piece γ applies, 4 is a window showing the name, 5 is a sliding ear of piece T, 6 is a convex edge of piece 7, 8 is a transparent body, 9 is a cover, 10 is one end of the cover, 11 is a through hole, 12 is a ring, 13 is a through hole, 14
is a ring, 15 is the page showing the learning content, 16 is the name of the learning content, 1γ is the content written as it appears in window 2, 18 is the answer written as it appears in window 3, 19 is convex. 20 is the column written on page 15 showing the learning content.

Claims (1)

[Scope of Claim for Utility Model Registration] ■ The main body 1 has a horizontal length that is greater than the sum of the horizontal lengths of the windows 2 opened side by side and the total distance between the windows 2. The window 3 is provided with a convex bevel portion 6 whose horizontal length is the remaining length obtained by subtracting the sum of the horizontal lengths of the windows 2 and the spacing between the windows 2 from the horizontal length of the window 3.
Attach a piece 1 consisting of a slide ear 5 and a slide ear 5, and place a transparent body 8 on the back side of the main body 1, and attach the end of the main body 1 so that the fitted piece 7 can freely slide through the window 3. Cover 9 containing page 15 showing the learning content
The main body 1 rotates left and right around the fixed end 10 so that it can be closed and opened, and the content 1T and the answer 18 are written as shown in the windows 2 and 3. This is a learning device in the form of a book that can be used for learning by combining a page 15 showing . 2. A learning device in the form of a book as described in Claim 1 of the Utility Model Registration Request, in which the windows 2, 3, and convex edges 6 are rectangular. 3 Place 5 pieces of window 2 horizontally, and 5 piece I that fits into window 3.
A learning device in the form of a book as described in item 1, 1.2 of this utility model registration request.