KR101622351B1 - Block teaching and playing tool - Google Patents

Abstract

A block game learning paranoid according to an embodiment of the present invention includes a board game board having a block placement area in which blocks are arranged, a board game board positioned randomly in the block placement area, and one or more unit blocks having three pairs of faces facing each other And at least one unit block having three pairs of faces facing each other, the plurality of blocks including a block, a magnet, a metal, or both of the blocks, Block, and three or more unit blocks having three pairs of faces facing each other, and includes a plurality of non-combined blocks having a predetermined shape, and a deformation block and a plurality of non-combined blocks are stacked in the block placement region.

Description

Block play learning parish {BLOCK TEACHING AND PLAYING TOOL}

The present invention relates to a block play learning parish, and more particularly, to a play learning parish allowing a variety of shapes to be modified in various ways and allowing people participating in play learning to build blocks to think in various ways.

A play learning parish has been developed to make it possible to learn mathematical knowledge easily while playing a play. Especially, a play learning parish using block which can help understanding of space or graphic form is being produced.

As a type of play learning parish using blocks, board games using blocks have been developed, so that a plurality of people can participate in play learning together, and more interested in play learning.

However, since a person participating in a board game using an existing block performs a board game simply by stacking a given block or by drawing a block using a predetermined block, the play learning parish using the existing block is merely a fun The function as a play learning paradigm that can improve the understanding and the thinking ability of the figure is reduced.

One embodiment of the present invention is to provide a play learning parish using a block capable of varying shapes in various ways.

One embodiment of the present invention is to provide a play learning paradigm in which people participating in play learning for building blocks can think of various kinds of thinking.

Embodiments according to the present invention can be used to accomplish other tasks not specifically mentioned other than the above-described tasks.
It is an object of the present invention to provide a non-engaging block in which at least one player changes the size of a block placement area, or engages or disengages a second engaging block with respect to the first engaging block to form a deformed block of a desired shape, Or a block play learning paradigm for allowing people participating in play learning to build a block by thinking about the shape and arrangement of a deformed block so that a variety of thinking can be done.

A block play learning paranoid according to an embodiment of the present invention includes a support block arranged on a board game board to change the size of a block placement area in which various blocks are to be arranged;
A first coupling block having at least two or more unit blocks each having three pairs of faces facing each other and integrally formed with metal on each side of the unit block and a second coupling block coupled to at least one side of the first coupling block, A coupling block configured to combine or separate the second coupling blocks having magnets on one surface of the six surfaces of the unit block to form a block;
Unbonded blocks having a predetermined shape that can not be combined or inseparable; And
And an obstacle block that is selectively disposed with respect to the block placement area and changes a position where the deformable block and the non-engagement block are disposed,
The at least one player rotates to place the unbonded block or the deformed block generated by combining the first and second combined blocks, and stacks the blocks to obtain a score when one row is horizontally or vertically the same color And includes at least two different combinations of combining blocks and non-combining blocks to win the player who scores more.

Here, the coupling block includes a first coupling block formed by connecting a plurality of unit blocks in a straight line and a second coupling block composed of one unit block, the first coupling block includes a metal, and the second coupling block includes a magnet Can be located.

Further, the magnet may be positioned on one of the six surfaces of the second coupling block, and the metal may be positioned on the other surface.

Also, the metal may be located on all sides of the first coupling block.

In addition, the modified block and the non-combined block may be composed of the same number of unit blocks.

In addition, the plurality of non-combined blocks may be composed of four unit blocks.

Further, the block placement area may have a concave portion that is less than the height of the unit block.

The apparatus may further include a support block positioned at an edge of the block placement area to adjust the size of the block placement area.

In addition, the block arrangement area may be divided into N X N unit areas by displaying the checkerboard guide lines at the same interval as the size of one surface of the unit block.

The block may also include a magnet, a metal, or both, and the magnet or metal may be located in the unit area.

In addition, the block play learning unit according to an embodiment of the present invention may further include a card corresponding to the block.

One embodiment of the present invention can provide a play learning parish using a block capable of changing shapes in various ways and provide a play learning parish for people participating in play learning for building blocks, .
In another embodiment of the present invention, at least one player changes the size of the block placement area, or combines or separates the second combination block with respect to the first combination block to form a deformed block of a desired shape, So that the participants can participate in the play game in which the blocks are piled up by considering the shape and arrangement of the non-joined blocks or the deformed blocks.

1 is a block diagram of a block play learning teaching apparatus according to an embodiment of the present invention.
2 is an exemplary diagram for building blocks using a block-play learning paradigm according to one embodiment of the present invention.
FIG. 3 is an exemplary diagram of a combined block and a non-combined block of a block-play learning paradigm according to one embodiment of the present invention.
FIG. 4 is an exemplary diagram illustrating a combined block of a block-play learning paradigm according to an embodiment of the present invention to combine to generate a transform block.
FIG. 5 is a diagram illustrating a principle of combining blocks of a block-play learning paradigm according to an embodiment of the present invention.
FIGS. 6 and 7 are illustrations of a board game board of a block play learning paranoia according to one embodiment of the present invention.
8 is an exemplary view in which a support block is disposed on a board game board of a block play learning parish according to an embodiment of the present invention.
FIG. 9 is an exemplary diagram in which a disturbance block and a support block are arranged on a board game board of a block play learning paranoid according to an embodiment of the present invention.
10 and 11 are illustrations of a bingo game using a block play learning parlor according to an embodiment of the present invention.

BRIEF DESCRIPTION OF THE DRAWINGS The above and other features and advantages of the present invention will be more apparent from the following detailed description taken in conjunction with the accompanying drawings, in which: FIG. The present invention may be embodied in many different forms and is not limited to the embodiments described herein. In order to clearly illustrate the present invention, parts not related to the description are omitted, and the same reference numerals are used for the same or similar components throughout the specification. In the case of publicly known technologies, a detailed description thereof will be omitted.

Whenever a component is referred to as "including" an element throughout the specification, it is to be understood that the element may include other elements, not the exclusion of any other element, unless the context clearly dictates otherwise.

1 is a block diagram of a block play learning teaching apparatus according to an embodiment of the present invention. 2 is an exemplary diagram for building blocks using a block-play learning paradigm according to one embodiment of the present invention.

The block play learning paranoid according to one embodiment of the present invention may include a board game board 100, various kinds of blocks, and a chip 600.

The various types of blocks may include an obstruction block 200, a combination block 300, a non-combination block 400, and a support block 500. In this case, acrylic, plastic, silicone, styrofoam, wood and the like can be used as various block materials.

In the case of using the block play learning paranoia according to an embodiment of the present invention, a plurality of players can proceed while playing various kinds of blocks in the board game board 100. For example, as shown in FIG. 2, the player places the support block 500 on the board game board 100 to make space for arranging the blocks, disposes the disturbance block 200 and the non-engagement block 400 You can play a block-building game.

Hereinafter, a block play learning paradigm according to an embodiment of the present invention will be described in detail with reference to FIGS. 3 to 9. FIG.

FIG. 3 is an exemplary view of a combined block 300 and a non-combined block 400 of a block play learning paranoia according to an embodiment of the present invention. FIG. 4 is a block diagram of a block play learning parabola according to an embodiment of the present invention. And the coupling block 300 of FIG. FIG. 5 is a diagram illustrating a principle of combining a combining block 300 of a block play learning paradigm according to an embodiment of the present invention.

The combining block 300 and the non-combining block 400 among the various blocks of the block play learning paranoia according to an embodiment of the present invention are blocks allocated to each player participating in the game. The combining block 300 is a block that can be combined or separated, and the non-combining block 400 has a predetermined shape as a block that can not be joined or separated. For example, as shown in FIG. 3, the non-combining block 400 may be shaped like '?' Or '?'.

In this case, a combination block 300 and a non-combination block 400 having the same number and shape may be assigned to each player, and the blocks allocated to each player may be different colors. For example, when two players perform a game using the block play learning paranoia according to one embodiment of the present invention, the red combination block 300 and the non-combination block 400 are allocated to the player 1 And a blue combination block 300 and a non-combination block 400 may be allocated to the player 2. [

3, the coupling block 300 and the non-coupling block 400 may be formed of at least one cubic unit block 10, and the corners of the unit block 10 may be rounded have. For example, the non-combining block 400 may be formed by connecting four unit blocks 10 such as '?' Or '?'. The first coupling block 300a of the coupling block 300 may be formed by connecting two unit blocks 10 in a straight line and the second coupling block 300b may be formed by one unit block 10.

In FIG. 3, two unit blocks 10 are integrally connected to form a first coupling block 300a, and one unit block 10 is a second coupling block 300b. However, The embodiments are not limited thereto, and the shape of the first coupling block 300a and the second coupling block 300b may be different. For example, the combining block 300 may include four unit blocks, each of which can be separated.

The first coupling block 300a may be integrally formed by connecting a plurality of unit blocks 10 in a straight line and the second coupling block 300b may be formed by one unit block 10. [ In this case, the first and second coupling blocks 300a and 300b can be combined to conveniently and easily create various blocks. In addition, since all the shapes that can be formed by combining the unit blocks 10 can be formed into the minimum number of the coupling blocks 300, the blocks can be fast and efficiently combined and the cost can be reduced.

The player who has been allocated the combination block 300 may connect the first combination block 300a and the second combination block 300b to form a block of a desired shape by the player. As shown in FIG. 4, the player can form various deformation blocks 700 using one of the first combining blocks 300a and the second combining block 300b.

When blocks are stacked using only a predetermined number of non-combining blocks 400 of a predetermined shape, it may be difficult to stack blocks in a desired space depending on the block arrangement state. However, since the player can create the transform block 700 in a desired shape, the player can stack blocks in a desired space even when a predetermined number of non-combined blocks 400 are used. Since the same number of combining blocks 300 and non-combining blocks 400 are assigned to each player, the player must use the deformation block 700 generated by the combining block 300 at an appropriate time and space. Therefore, it is possible to stack the blocks in various ways than when the blocks are stacked only by the non-combining block 400, thereby making the player more interesting.

The deformation block 700 may be composed of the same number of unit blocks 10 as the non-combining block 400. For example, as shown in FIGS. 3 and 4, the non-coupling block 400 is composed of four unit blocks 10, and the modification block 700 is also composed of one first coupling block 300a and two And the second coupling block 300b may be coupled to form four unit blocks 10. The number of the unit blocks 10 constituting the deformation block 700 and the non-combining block 400 of the block-play learning paranoia according to an embodiment of the present invention is not specified. For example, the number of unit blocks 10 constituting the deformation block 700 and the non-combining block 400 may be three or five or more, and the number of the deformation block 700 and the non- The number of unit blocks 10 constituting the unit block 10 may be different. However, in the case of constructing the transform block 700 and the non-combining block 400 with four unit blocks 10, it is not necessary to stack the blocks so that the number of the deformable blocks 700 that can be generated The player who participates in the stacking game may be interested.

The deformation block 700 may be produced by a combination of a metal or a coupling block 300 with a built-in magnet. As shown in FIG. 5, a metal 310 may be embedded in each unit block 10 in a first coupling block 300a including two unit blocks 10. The metal 310 may be embedded adjacent to the six sides of each unit block 10. In this case, six separated metals may be disposed adjacent to the respective surfaces, and may be arranged so that the cross-shaped metals 310 cross each other as shown in FIG. Therefore, a block in which the magnet 320 is embedded can be coupled to all the surfaces of the first coupling block 300a. In addition, a groove may be formed on each surface of the coupling block 300a, and a metal having substantially the same shape as the groove shape may be placed in the groove.

The second coupling block 300b formed of one unit block 10 may have a magnet 320 embedded therein. In this case, the magnet 320 may be embedded adjacent to only one of the six surfaces of the second coupling block 300b, and the magnet 320 may be embedded on the surface on which the magnet 320 is embedded It can be displayed so that it can recognize the fact that Therefore, the surface in which the magnet 320 of the second coupling block 300b is embedded can be coupled with any surface of the first coupling block 300a by magnetic force.

5, since the second coupling block 300b is constituted by one unit block 10 which is a cube, even if the magnet 320 is embedded in only one surface of the second coupling block 300b, (700), and the cost can be reduced. When the magnets 320 are embedded in only one surface of the second coupling block 300b, even if the blocks 320 are adjacent to each other when the blocks are stacked, there is no possibility that they are pulled or pushed by the magnetic force have.

The first coupling block 300a and the second coupling block 300b may include a first coupling block 300a and a second coupling block 300b independently of the pole type of the magnet 320 embedded in the second coupling block 300b. 300b may be coupled.

As shown in FIG. 5, the magnet 320 may have a circular shape, but the present invention is not limited thereto, and a magnet having various shapes such as a ring-shaped band, a square, and a rectangular band may be used.

According to one embodiment of the present invention shown in FIG. 5, only the metal 310 may be embedded in the first coupling block 300a, but the embodiment of the present invention is not limited thereto. And the first coupling blocks 300a can be coupled with each other by incorporating magnets.

The magnet 320 is embedded in one surface of the second coupling block 300b and the metal 310 is embedded in the other surface of the second coupling block 300b so that the second coupling block 300b can be coupled to the second coupling block 300b. have. In the case where the deformation block 700 is composed of five or more unit blocks 10, the second deformation blocks 700 can be formed by combining the second deformation blocks 300b.

6 and 7 are exemplary views of a board game board 100 of a block play learning paranoid according to one embodiment of the present invention and FIG. 8 is a block game board of a block play learning parish according to an embodiment of the present invention. And the supporting block 500 is disposed on the plate 100. [ FIG. 9 is an exemplary diagram in which a disturbance block 200 and a support block 500 are disposed on a board game board 100 of a block play learning paranoia according to an embodiment of the present invention.

As shown in FIG. 6, the board game board 100 includes a block arrangement area 110 in which blocks are arranged. The block arrangement region 110 may have a recess having a square shape and less than the height of the unit block 10. When the block placement region 110 has a concave portion, the edge block is fixed without being pushed outwardly when the block is arranged in the block placement region 110, so that the block placement can be facilitated.

As shown in FIG. 7, the block placement area 110 may be displayed with a grid-shaped guide line 111 at an interval d equal to the size of one surface of the unit block 10. Accordingly, the block placement area 110 can be divided into NXN unit areas 120, and the block placement area 110 can be arranged based on the unit area 120 when arranging the blocks, have.

In addition, the board game board 100 may have a block arrangement area 110 opened. When the block placement area 110 is pierced, a separate plate having a checkerboard-shaped guide line 111 under the board game board 100 may be positioned to arrange the blocks.

In addition, a magnet or metal 112 may be embedded in each unit area 120. For example, when the metal 112 is embedded in each unit area 120, the arrangement of the blocks may not be disturbed when the block including the magnet is placed in the block placement area 110.

As shown in FIG. 8, a support block 500 for adjusting the size of the block placement area 110 may be disposed at an edge of the block placement area 110. The support block 500 may adjust the block layout area 110 divided into N × N unit areas 120 to be a block layout area 110 divided into N-M X N-M unit areas 120. For example, when the support block 500 is disposed at the edge of the block placement area 110 divided by 6 × 6 unit areas 120 in FIG. 7, 4 × 4 unit areas 120 The block placement area 110 may be divided into a plurality of blocks. Accordingly, the player can enjoy a game in which blocks are stacked in various ways by changing the size of the block placement area 110 using the support block 500.

The disturbance block 200 is not a block allocated to each player but a block arbitrarily placed in the block placement area 110 before starting a game in which blocks are stacked. For example, as shown in FIG. 9, the disturbance block 200 may be disposed in the unit areas A, B, C, The disturbance block 200 may have a color different from that of the combination block 300 and the non-combination block 400 allocated to each player, and may be composed of a transparent block as shown in FIG. The player can place the blocks in various ways by changing the position of the disturbance block 200, so that the player can be more interested in the block-stacking game.

The obstruction block 200 may have a built-in magnet or metal. In the case where a magnet is embedded in the interference block 200, a metal is embedded in each unit region 120. When a metal is embedded in the interference block 200, if a magnet is embedded in each unit region 120, The blocks are arranged and fixed in correspondence with the positions of the unit areas 120 so that the obstacle block 200 may not be easily pushed when the player places the blocks.

Hereinafter, a block-board game method using a block-play learning paranoid according to an embodiment of the present invention will be described with reference to FIGS. 10 and 11. FIG.

10 and 11 are illustrations of a bingo game using a block play learning parlor according to an embodiment of the present invention.

The bingo game using the block play learning paranoid according to an embodiment of the present invention will be described. First, each player participating in the game has a combination block 300 and a non-combination block 400 ). The size of the block placement area 110 can be adjusted by disposing the support block 500 at the edge of the block placement area 110 of the board game board 100. After placing the obstacle block 200 in the block placement area 110, each player places the deformation block 700 generated by the non-engagement block 400 or the joint block 300 while rotating one by one to stack the blocks Goes. Each player may stack the allocated blocks such that one row horizontally or one row vertically has the same color b1 as shown in FIG. 10, and a player stacking the blocks such that one row is horizontally or vertically the same color The chip 600 corresponding to the score can be obtained. In addition, each player can stack the blocks so that one row of the allocated blocks is diagonally the same color (b2) as shown in FIG. 11, and the player can acquire the chip 600 corresponding to the corresponding score.

The player can make the bingo using the deformed block 700 generated by the combining block 300 at an appropriate time and situation, and thereby obtain the score. Accordingly, the non-combining block 400 and the combining block 300 can make the player more interested in the bingo game.

In addition, the block play learning unit, which is one embodiment of the present invention, may further include a card corresponding to the block. The card may be classified into a card corresponding to the deformation block 700 and a card corresponding to the non-engagement block 400, and each card may correspond one-to-one with the deformation block 700 and the non-engagement block 400 . For example, there may be a card corresponding to the non-combined block 400 in the non-combined block 400, and a card corresponding to the non-combined block 400 in the non-combined block 400.

When performing a block board game, a combining block 300 and a non-combining block 400 are allocated to each player, and a card corresponding to the block may be further allocated. Each player can stack a block corresponding to a corresponding card by selecting any one of the allocated cards without directly selecting a block at the turn of each player. In addition, the player can stack the deformation block 700 generated by the combining block 300 at a desired time using a card corresponding to the deformation block 700 without arbitrarily extracting the card.

Accordingly, when the card is additionally used, the blocks corresponding to the arbitrarily selected card must be piled up, so that it is possible to add the fun of selecting the card, and the player can use the chance card Can add more interest to.

While the present invention has been particularly shown and described with reference to exemplary embodiments thereof, it is to be understood that the invention is not limited to the disclosed exemplary embodiments, Of the right.

10: Unit block 100: Board game board
110: block layout area 111: guide line
112: magnet 120: unit area
200: transparent block 300: bonding block
400: Non-coupling block 500: Support block
600: chip 700: deformation block

Claims (11)

A support block arranged on the board game board to change the size of a block layout area in which various blocks are to be arranged;
A first coupling block having at least two or more unit blocks each having three pairs of faces facing each other and integrally formed with metal on each side of the unit block and a second coupling block coupled to at least one side of the first coupling block, A coupling block configured to combine or separate the second coupling blocks having magnets on one surface of the six surfaces of the unit block to form a block;
Unbonded blocks having a predetermined shape that can not be combined or inseparable; And
And an obstacle block that is selectively disposed with respect to the block placement area and changes a position where the deformable block and the non-engagement block are disposed,
The at least one player rotates to place the unbonded block or the deformed block generated by combining the first and second combined blocks, and stacks the blocks to obtain a score when one row is horizontally or vertically the same color And a combination block and a non-combined block set of at least two different colors so as to win the player who has obtained more points. delete The method according to claim 1,
And a metal is positioned on the remaining one of the six surfaces of the unit block so that the second coupling blocks can be coupled with each other. delete The method according to claim 1,
Wherein the modified block and the non-combined block are composed of the same number of the unit blocks. The method according to claim 1,
Wherein the plurality of non-combined blocks comprise four unit blocks. The method according to claim 1,
Wherein the block placement area has a concave portion that is less than the height of the unit block. delete The method according to claim 1,
Wherein the block placement area is divided into NXN unit areas by a checkerboard guide line being displayed at an interval equal to the size of one surface of the unit block. 10. The method of claim 9,
Wherein the obstacle block is made of transparent color, and when a metal is embedded in the obstacle block, the metal is positioned in the unit area, and when the metal is embedded in the obstacle block, the magnet is positioned in the unit area. The method according to claim 1,
Further comprising a card corresponding to the various blocks.

Images