JPS5853564Y2 - Learning device used for books and time - Google Patents

Description

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

In the past, 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 has been devised to eliminate the drawbacks of the conventional methods, incorporate a learning curriculum, carry it in one pile, be neatly organized, and allow students to study together with a book that fully describes the learning content.

To explain this with respect to the drawings, a. Open window 2, 3.4.5.9 in subject 1 (1st and 2nd windows).
figure).

b Next, fit the pieces 8 shown in Figures 3 and 4 into the windows 2, 3, and 4.9 (Figure 5).

C Attach a transparent body 10 to the back of the main body 1 as a support plate so that the pieces 8 that have been fitted do not fall out through the windows 2, 3, 4, and 9.
Figure 5).

. d. Attach the subject 1 with the transparent body 10 to one end 13 of the cover 11 containing the page 12 showing the learning content (FIGS. 6 and 7).

The above will be explained in detail.

Regarding a, in the main body 1, windows 9 and 3 are vertically symmetrical, windows 2 and 4 are horizontally symmetrical, and window 5 is opened largely in the center.

The main body 1 may be made of any material that can be flat, such as synthetic resin, metal, rubber, or cardboard, and preferably has a thickness of about 2 mm to 5 mm.

Of course, the thicker it is at least 5mm, the stronger it becomes.

Windows 2, 3, 4, 5.9 have a rectangular shape in the drawing, but there is no relation to their shape.

The reason I chose a rectangular shape was because I wanted it to be visually aesthetically pleasing.

In the drawing, window 9 and window 3 are the same shape, window 2 and window 4 are the same shape,
Window 5 is wide open in the center.

It is easy to understand if you think of this window 5 as equivalent to a television screen.

About b Attach piece 8 to windows 9, 2, 3, and 4.

In the drawing, five pieces 8 are applied to windows 9 and 3, and two pieces 8 are applied to windows 2 and 4.

The number of pieces 8 to be applied can be determined according to the developmental stage and purpose of the learning content.

The piece 8 has a convex bevel 7 and a slide ear 6 (the third
, 4).

The lateral length of the convex beveled portion 7 may be equal to the length of one of the lateral lengths of the windows 9.2 and 3.4, which are divided into several equal parts.

The piece 8 having the convex bevel 7 is applied to each of the windows 9, 2, 3.4.

The number to be applied is determined so that there is enough room for piece 8 to fit one more piece.

Taking window 9 as an example, if window 9 is divided into six equal parts, all you have to do is insert five pieces of pieces 8, and there is room for -6 more pieces.

Taking window 2 as an example (the same applies to window 4), when window 2 is divided into three equal parts, it is enough to insert two pieces of pieces 8, and there is room for - pieces.

The slide ears 6 should preferably be large enough so that they do not reach the windows 5 when the pieces 8 are fitted to the windows 9, 2, 3.4.

The transparent body 10 is mounted as a support plate so that the piece 8 that has been applied to C does not fall through the windows 9, 2, 3.4.
Answer 18, 1 of the learning content on page 12 showing the learning content
9, 20, 21. This is to show the learning content 22 and the instruction line 23 to the outside.

Also, insert the fitted pieces 8 and the windows 9, 2, 3, and 4 all the way to the back of the main body 1 with enough room to allow them to slide freely (Fig. 5).

When it is attached to one end 13 with respect to d, it is attached so that that end 13 acts as a shaft.

In the drawing, the main body 1 has through holes 15 at its upper and lower ends, through which a ring 14 is passed.

It is not necessary to use the ring 14 as long as it can be folded freely, and the cover 11 and the study device can be closed and opened from side to side.

This can be done by tightening the covers and back pages of picture books and magazines.

The cover 11 will last longer if it is thicker, like the cover of a picture book.

The page 12 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 a through hole 16 and a ring 17, etc., and can be replaced as necessary.

In this plan, the content to be learned is shown on one page, the back, and the front of each page in the book, and students read the explanation, understand the content, and practice repeatedly to ensure that they understand the content.

Therefore, the player puts his finger on the convex edge 7 of the piece 8 and slides it while learning the desired purpose.

It is even better to write a picture 24 on the surface of the convex edge 7 of the piece 8.

If you do the steps a, l), c, and d explained above, piece 8
slides windows 9, 2, 3.4.

That is, the slide lug 6 of the piece 8 is located between the surface of the main body 1 and the transparent body 10 and slides on the transparent body 10.

Each window 9, 2, 3.4 has room to fit one more piece 8, so if piece 8 slides left or right (or up or down), it will be lower than the original piece 8 by the amount of sliding. The transparent body 10 can then be seen.

If you apply 5 pieces 8 like window 9 or window 3,
If all of them are brought into contact and moved to the left position, the right side will be open and the transparent body 10 will be visible with the right side of window 9 (or window 3) spaced one piece 8 apart.

1 If we add symbols to the pieces 8 placed in window 9 from the left and write them as A, I, Tsu, Work, O, we get A, I, Tsu,
By shifting the work and o one by one to the left and right, you can see the transparent body in its original position.

The same applies to windows 2 and 4.

Through such operations, the transparent body 10 is shown or hidden from the outside.

Figures 8.9, 10, 11, and 12.13 are examples of page 12 showing the learning content.

If you explain the specific usage method, please refer to the 8th, 9th, 10th.
11. Taking the learning content as shown in Figures 12 and 13 as an example,
Learn the explanation and content from the left side of page 12, which shows the learning content, and check and practice using the cloth.

When cloth paper is applied to the lower part of the main body 1 with the transparent body 10, its contents are visible to the outside through the transparent body 10 at the windows 9, 2, 3, 4.5.

Using FIG. 13, FIG. 14 shows what is placed below the transparent body 10.

In the window 5, the kanji of the learning content 22 and its instruction line 23 are visible to the outside through the transparent body 10.

The answer to this kanji is 18, 19.・The instruction line 23 is drawn in the direction showing how to read 20.21.
It is hidden by each piece 8.

In other words, in window 9, answers 18 such as Ao, Me, Han, Migi, and O are hidden under pieces 8 of A, I, Tsu, Work, and O.

Learn how to read it by moving piece 8.

Similarly, in window 3, the answer is 20: sea, color, red, hidari.
is hidden by piece 8.

Window 2 has Chii's answer 19 from above, and window 4 has Hiro's answer 21 from above, but it is hidden by piece 8.

To know how to read it, just slide the desired piece 8.

In the case of Fig. 14, the kanji of the learning content 22 written on the right page is visible through the transparent body 10 through the window 5, and the readings of the kanji characters 18, 19, 20゜21 are hidden by the pieces 8. To learn or check how to read a kanji, you just need to slide the piece 8 on the target indication line 23 left and right or up and down.

Figure 15 shows this operation, and you can see the reading clock in window 9, the stone in window 2, and the window in window 3 from the outside.

Piece 8 of window 4 does not slide up and down, so the reading sky and square are at the bottom of piece 8 and cannot be seen from the outside.

As mentioned above, depending on the slide of piece 8, the answer is visible or hidden from the outside.

It has a wide range of uses, as it can be applied to learning Japanese, social studies, science, music, and any other kind of theory, including abacus and shō.

With the main project, once you have learned one page, you can study the next page, or open the desired page and
All you have to do is read it at the bottom of the page and learn.

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

If you only read books, you won't be interested and don't get much work done, 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 as in the conventional case.

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

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 17 can be closed and opened, since the pages 12 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.

[Brief explanation of drawings]

1 is a plan view of the main body 1, FIG. 2 is a perspective view of the main body 1, FIG. 3 is a plan view of the piece 8, FIG. 4 is a perspective view of the piece 8, and FIG. 5 is a perspective view of the main body 1. Figure 6.7 is a perspective view of the original plan in which the pieces 8 are fitted into the windows 9, 2, 3.4 and the transparent body 10 is attached. Perspective view attached to one end 13 of No. 8.9,
Figures 10, 11, 12, and 13 are examples of page 12 showing learning content, Figures 14 and 15 are perspective views when learning using Figure 13, and Figure 16 is an example of learning using Figure 11. A perspective view when learning. 1 is the main body of the learning device, 2, 3, 4, 5.9 are windows, 6 is the sliding ear of piece 8, 7 is the convex part of piece 8, 8 is the piece,
10 is a transparent body, 11 is a cover, 12 is a page showing the learning content, 13 is one end of the cover 11, 14 is a ring, 15 is a hole, 16 is a hole, 17 is a ring, and 18 is written on the right page. The answer to the learning content shown in window 9 is the answer to the learning content shown in window 2, and 19 is the answer to the learning content shown in window 2 on the right page. 20 is the answer to the learning content shown in window 3 written on the right page, 21 is the answer to the learning content shown in window 4 written on the right page, 22 is the answer to the learning content shown in window 5 written on the right page, 23 is a direction line, and 24 is a picture drawn on the convex bevel 7.

Claims (1)

[Claims for Utility Model Registration] 1. Window 9 and window 3 are vertically symmetrical in main body 1, window 2 and window 4 are horizontally symmetrical, window 5 is wide open in the center, and window 9°2.3
．． Each of windows 9, 2, and 3.4 consists of a convex bevel 7 and a slide ear 6 each having a length equal to one when the horizontal length of the windows 9, 2, and 3.4 is divided into several equal parts. Fit the pieces 8 so that there is enough room for one more piece 8 to fit, and place them on the back side of the main body 1 so that the fitted piece 8 can freely slide through the windows 9, 2, 3.4. At once, the transparent body 10 is attached, and the steel of the main body 1 is fixed to one end 13 of the cover 11 containing the page 12 in which the learning content is written, so that the main body 1 acts as a shaft that can be rotated left and right so that the main body 1 can be closed and opened. As shown in windows 9, 2, 3, 4.5, the answers to the learning content 18, 19, 20, 21. This learning device is used together with a book that can be used for learning in combination with a page 12 showing learning contents with learning contents 22 and instruction lines 23. 2. A learning device to be used together with the book described in item 1 of the utility model registration request, in which the windows 9, 2, 3, 4, 5 and the convex edge 7 are rectangular. 3. 5 pieces 8 to be applied to window 9, 5 pieces to window 3, 2 pieces to window 2, 2 pieces to window 4, a learning device to be used together with the book described in Section 1.2 of the Shida Utility Model Registration Request.